Art program. The work program of the teacher of additional education in art at preschool

(2 years from 5 - 7 years old)

Explanatory note

Preschool age is the foundation of the overall development of the child, the starting period of all high human principles. It is at this age that the foundations of the comprehensive, harmonious development of the child are laid.

Fine art is a specific children's activity aimed at the aesthetic development of the world through fine arts, the most accessible type of knowledge of the world by a child. The most characteristic feature of the young child's aesthetic attitude is the immediacy of the interested evaluating "I" from any objective situation; the inseparability of emotions from the processes of perception, thinking and imagination. We can claim that artistic creativity It has the most direct influence on the development of the aesthetic attitude of children to reality.

The ability to create is a distinctive feature of a person, thanks to which he can live in unity with nature, create without causing harm, multiply without destroying.

Psychologists and educators have come to the conclusion that early development creativity, already in preschool childhood, is the key to future success.

The desire to create is an inner need of the child, it arises in him independently and is distinguished by extreme sincerity. We, adults, must help the child discover the artist in himself, develop the abilities that will help him become a person. A creative person is the property of the whole society.

Drawing is one of the most important means of understanding the world and developing knowledge of aesthetic education, as it is associated with the independent practical and creative activity of the child. In the process of drawing, the child improves observation and aesthetic perception, artistic taste and creative abilities. Drawing, the child forms and develops certain abilities: a visual assessment of the form, orientation in space, a sense of color. Also developing special skills and skills: eye-hand coordination, hand control.

Systematic mastery of all the necessary means and methods of activity provides children with the joy of creativity and their comprehensive development (aesthetic, intellectual, moral, labor, physical). And also, it allows you to fruitfully solve the problems of preparing children for school.

The works of domestic and foreign experts testify that artistic and creative activity performs a therapeutic function, distracting children from sad, sad events, insults, relieving nervous tension and fears. Causes a joyful, high spirits, provides a positive emotional state of each child.

Sufficient attention is paid to the development of creative abilities of a preschooler in such comprehensive programs as: “Childhood”, “Rainbow”, “Development”, etc. The authors of the new generation programs offer, through the section of artistic and aesthetic education, to acquaint children with traditional methods of drawing. Developing, thus, the creative abilities of the child.

The lack of formation of graphic skills and abilities prevents the child from expressing his plans in drawings, adequately depicting objects of the objective world, and hinders the development of cognition and aesthetic perception. Thus, the technique of depicting objects with thin lines is difficult for preschool children. The line carries a very specific artistic load and must be drawn quite professionally, which is not possible for children due to their age characteristics. Objects are not recognizable, far from reality.

Visual arts have a variety of materials and techniques. Often, the child does not have enough familiar, traditional ways and means to express his fantasies.

After analyzing the author's developments, various materials, as well as best practices in working with children, accumulated on present stage by domestic and foreign practicing teachers, I became interested in the possibility of using non-traditional methods of creative activity in working with preschoolers to develop imagination, creative thinking and creative activity. Unconventional painting techniques demonstrate unusual combinations of materials and tools. Undoubtedly, the advantage of such techniques is the versatility of their use. The technology of their implementation is interesting and accessible to both adults and children.

That is why non-traditional methods are very attractive for children, as they open up great opportunities for expressing their own fantasies, desires and self-expression in general.

Methods used:

- allow you to develop special skills that prepare the child's hand for writing;

- make it possible to feel the multi-color image of objects, which affects the completeness of the perception of the surrounding world;

- form an emotionally positive attitude towards the drawing process itself;

- contribute to a more effective development of imagination, perception and, as a result, cognitive abilities.

General position

• This Regulation defines the goals, objectives of the creation and implementation of activities from the circle of MDOU of a general developmental type d.c No. 16.
• This Regulation has been developed on the basis of the Constitution of the Russian Federation, the Law of the Russian Federation "On Education", the Model Regulations and the regulatory documents of the education system of the city of Chistopol.
• Classes are held with children in the senior and preparatory groups for school in the form of classes in art activities as part of the schedule of the annual curriculum and circle work.
• Work on creative activity is carried out by a teacher of the 2nd qualification category Vorushilo Natalia Sergeevna.

The work program for the section "Visual activity" is compiled on the basis of the mandatory minimum content of the federal component of the state standard - the development of older children "Temporary requirements" for the content and methods of education and training implemented in a preschool educational institution "taking into account the "Program of education and training in kindergarten» edited by M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova and the priority intellectual direction of MDOU.

Novelty. For a long time, the main task in the work of the circle was to teach children visual skills using traditional and non-traditional drawing techniques. But the practice of working with children and the education I received in the specialties - a teacher of children up to school age; supervisor visual activity, teacher - speech therapist, pushed me to the idea that for the harmonious development of the personality it is necessary to have the right speech. Therefore, the main task in the work of the circle is the development of not only visual skills, but the speech and intellectual development of children, through teaching visual skills using traditional and non-traditional drawing techniques. The main content of the activities within the framework of this methodology is the process of "discovery of the world" using the installation of speaking in Russian.

Mastering technique is understood not only as the basis for the appearance of an image, but also as a means for the child to generalize his idea of ​​a particular aesthetic object and ways of conveying an impression of it in a particular product.

Relevance. Classes in the circle allow children to develop not only artistic abilities, but also communication skills in the process of drawing.

The work program aims to: develop communicative, linguistic, intellectual and artistic abilities in the process of commented drawing, the formation of all mental processes, the development of artistic and creative abilities and positively emotional perception of the world around.

This program contributes to the solution of the following tasks:

Tutorial: to teach children to master communicative, linguistic, intellectual and artistic abilities in the process of drawing.

Developing: develop creative activity, muscles of the hands, support the need for self-affirmation.

Educational: to form a positive - emotional perception of the world around, to cultivate artistic taste, interest in fine arts.

The tasks of the circle of the first year of study:

1. Arouse interest in various visual materials and the desire to act with them.

2. Encourage children to use the means of expression available to them to depict what is interesting or emotionally significant to them.

3. Create conditions for mastering the color palette.

4. Creation of conditions for the communicative activity of children.

5. Development of coherent speech.

Tasks of the circle of the second year of study:

1. Help children in creating expressive images, while maintaining the immediacy and liveliness of children's perception. Delicately and tactfully contribute to the development of content, form, composition, enrichment of the color scheme of drawings.

2. Gradually, taking into account individual characteristics, increase the requirements for visual and communicative skills and abilities of children, without making them the subject of special educational knowledge.

3. Contribute to the child's feeling that the product of his activity - the drawing is interesting to others (teacher, children, parents, kindergarten staff).

4. Development of the descriptive, commentary function of speech. Learn to generalize and contrast, reason.

The program is designed taking into account the implementation interdisciplinary communications by sections:

1. "SPEECH DEVELOPMENT". In the classroom, the technique of commented drawing is used. In the process of playing out the plot and the drawing itself, there is a continuous conversation with the children, the children discuss their work with each other. Use in the classroom of the artistic word: nursery rhymes, riddles. By performing practical actions, kids are able to learn many new words and expressions of the active and passive vocabulary of children, the development of the communicative function of speech, the development of coherent speech.

2. "ACQUAINTANCE WITH THE ENVIRONMENT". For classes in art activities, plots are selected that are close to the child's experience, allow you to clarify the knowledge already acquired by him, expand them, apply the first options for generalization. In the classroom, children learn about various natural phenomena, about the life of people, about the life of animals.

3. "SENSOR EDUCATION". Art activities contribute to the assimilation of knowledge about the color, size, shape, number of objects and their spatial arrangement.

4. "MUSICAL EDUCATION". Drawing to convey the perception of musical works. The use of drawings in decoration for the holidays, musical accompaniment to create a mood and a better understanding of the image, expressing one's own feelings.

5. "PHYSICAL CULTURE". The use of physical minutes, finger gymnastics, work to protect vision and prevent postural disorders.

Methodological support.

Non-traditional techniques:

• imprint with prints from vegetables;
• poke with a hard brush;
• print with eraser prints;
• foam impression;
• wax crayons and watercolor;
• candle and watercolor;
• leaf prints;
• drawings from the palms;
• magic ropes;
• blotography;
• monotopy;
• stencil printing.

Each of these methods is a little game. Their use allows children to feel more relaxed, bolder, more direct, develops imagination, gives complete freedom for self-expression. In addition, this work contributes to the development of coordination of movements, attention, memory, imagination, and fantasy. Children are unlimited in their ability to express their thoughts, feelings, experiences, moods in drawings. The use of various techniques contributes to the development of the ability to see images in combinations of color spots and lines and arrange them to recognizable images. The classes of the circle are not in the form of "study and learning". Children master artistic techniques and interesting means of understanding the world around them through unobtrusive involvement in the drawing process. The lesson turns into a creative creative process of the teacher and children with the help of a variety of visual material, which goes through the same stages as the creative process of the artist. These activities play the role of a source of fantasy, creativity, independence.

Children independently choose visual materials, the material on which the image will be located. A variety of ways to draw gives birth in children original ideas, speech, fantasy and imagination develop, causes a desire to come up with new compositions, the ability of children to act with various materials develops: stones, sand, ropes, wax crayons, candles, etc. In the process of drawing, children enter into communication, asking each other questions, do assumptions are exercised in all types of communicative statements.

Organization of circle classes.

The circle is attended by children of the senior and preparatory groups for school. Classes are held 2 times a week. The duration of the lesson is 30 - 35 minutes.

Material:

• watercolors, gouache;
• wax and oil crayons, a candle;
• cotton buds;
• foam seals;
• cocktail tubes;
• sticks or old scratching rods;
• cloth napkins;
• glasses for water;
• stands for brushes; brushes.

Techniques and methods used in the classroom from the circle:

• Emotional mood - the use of musical works,
• Practical - exercises, game methods,
• Verbal methods - stories, conversations, artistic word, pedagogical dramatization, verbal techniques - explanation, explanation, ped assessment.
• Visual methods and techniques - observation, examination, showing a sample, showing how to perform, etc.

All methods are used in combination.

When conducting classes, I adhere to the basic rules:

1. Using the reception of broadcasting information,

2. Selection of thematic content,

3. Main character drawing - child,

4. An adult does not immediately seek to correct the child's speech,

5. The teacher creates schematic images,

6. Not only talks about what is drawn, but also show through visual actions,

7. As a "physical education" - elements of dramatization, imitative movements, accompanied by a commented speech are used.

All classes are based on the communicative principle:

1. Creating optimal conditions for motivating children's speech,

2. Ensuring the main conditions for communication,

3. Stimulation and maintenance of speech initiative,

4. Use of various communication means.

Classes of the circle have differences in their structure:

1. creating a positive attitude towards the topic and the way it is implemented,

2. communicative drawing using imitative movements and discussion of the creation and plot of the drawing (no more than 10 minutes),

3. dynamic pause with elements of logorhythmics and psycho-gymnastics,

4. storytelling from a picture with a simulation of a communicative situation,

5. word games, games - dramatizations.

Forms of carrying out the results of the implementation of the work program:

• Organization of monthly exhibitions of children's work for parents.
• Thematic exhibitions in the preschool educational institution.
• Participation in city and exhibitions and competitions throughout the year.
• Creative report of the educator - the head of the circle.
• Designing an aesthetic developmental environment in the group. Etc.

Work program completion indicators:

• They learn a lot about the world around them, because the classes are held in a certain topic.
• Learn to use different visual materials in one work.
• Learn to draw with different materials.
• They use different Additional materials(sand, stones).
• Develop storytelling skills.
• The children are learning to color.
• Experiment.
• Connected speech develops.
• They learn to respect the work of their comrades while objectively assessing their own work.

Continuity:

• develop skills and abilities
• develop personal qualities.

Expected results: mastering children with certain knowledge, skills in the process of drawing, identifying and understanding the child of his abilities, the formation of ways of self-control.

Due to individual characteristics, the development of creative abilities cannot be the same for all children, so in the classroom I give each child the opportunity to actively, independently express themselves, experience the joy of creative creation. All topics included in the program are changed according to the principle of gradual complication of the material. Due to individual characteristics, the development of creative abilities cannot be the same for all children, so in the classroom I give each child the opportunity to actively, independently express themselves, experience the joy of creative creation. All topics included in the program are changed according to the principle of gradual complication of the material.

Grade: The effectiveness of the program is carried out twice a year (December, May) for the formation of the level of artistic and aesthetic development of children.

Literature:
1. Galanov A.S., Kornilova S.N., Kulikova S.L. Classes with preschoolers in fine arts. - M: TC "Sphere", 2000. - 80s.
2. Koll M.-E. Preschool creativity, trans. from English. Bakusheva E.A. - Mn: Potpourri LLC, 2005. - 256s.
3. Belkina V.N., Vasil'eva N.N., Elkina N.V. Preschooler: learning and development. Educators and parents. - Yaroslavl: "Academy of Development", "Academy K˚", 1998.- 256p.
4. Fateeva A.A. We draw without a brush. - Yaroslavl: Academy of Development, 2006. - 96p.
5. Koll, Mary Ann F. Drawing with paints. - M: AST: Astrel, 2005. - 63s.
6. Koll, Mary Ann F. Drawing. - M: LLC Publishing house "AST": Publishing house "Astrel", 2005. - 63p.
7. Fiona Watt. I can draw. - M: LLC Publishing House "ROSMEN - PRESS", 2003.- 96s.
8. Collective creativity of preschoolers: notes of classes. / Ed. Gribovskoy A.A. - M: TC "Sphere", 2005. - 192p.
9. Solomennikova O.A. The joy of creativity. The development of artistic creativity of children 5-7 years old. - Moscow, 2001.
10. Doronova T.N. Visual activity and aesthetic development preschoolers: a manual for educators of preschool educational institutions. - M. Enlightenment, 2006. - 192p.
11. Dubrovskaya N.V. An invitation to creativity. - S.-Pb.: "Childhood Press", 2004. - 128s.
12. Casanova R.G., Saiganova T.I., Sedova E.M. Drawing with preschool children: Non-traditional techniques, planning, lesson notes. - M: TC "Sphere", 2004 - 128s.
13. Alekseevskaya N.A. Naughty pencil. - M: "List", 1998. - 144 p.
14. Koll M.-E., Potter J. Science through art. - Mn: Potpourri LLC, 2005. - 144s.
15. Utrobina K.K., Utrobin G.F. Fascinating drawing by poke with children 3-7 years old: Draw and learn the world. - M: Publishing house "GNOM and D", 2001. - 64 p.
16. Lykova I.A. Visual activity in kindergarten. - M: "Karapuz - Didactics", 2006. - 108s.
17. Steinle N.F. Visual activity. - Volgograd: ITD "Coripheus". 2006. - 128s.
18. Koldina D.N. "Modeling and drawing with children 2-3 years old", M, publishing house "Mosaic-Synthesis", 2007.
19. Nikitina A.V. Non-traditional drawing techniques in kindergarten. - St. Petersburg: KARO, 2007. - 96s.
20. Vetrova T.N. TRIZ in art activity. - Nab. Chelny. 2007. - 80s.
21. Miklyaeva N.V. Commented drawing in kindergarten. - M.: TC Sphere, 2010. - 128s.
22. Komarova T.S. "Visual activity in kindergarten", M, publishing house "Mosaic-Synthesis", 2006.
23. "Methodological recommendations for the program of education and training in kindergarten", edited by M.A. Vasilyeva.
24. Strauning A. "Triz in the development of visual activity."

The full version of the work can be.

MUNICIPAL BUDGET INSTITUTION
ADDITIONAL EDUCATION

"THE HOUSE FOR ARTS AND CRAFTS FOR CHILDREN"

ADDITIONAL

GENERAL EDUCATIONAL PROGRAM

"I like to draw"

implementation period 1 year

for students 5-6 years old

Focus: social and pedagogical

Approved by the methodical council

«» _____________2015

Protocol #1

Chairman:

____________

additional education

Ryabchenko Olga Alekseevna

Nefteyugansk

2014

"All moral education of children comes down to a good example. Live well, or at least try to live well, and as you progress in a good life, you will raise children well."

"A child's mind is at his fingertips."

V. I. Sukhomlinsky.

Explanatory note

Program Focus

The family is one of the most important educational institutions, the role and importance of which in the formation of personality can hardly be overestimated. An important condition for the development of a child's personal formations is parental love, the participation of parents in the experiences and interests of children.

Any creative activity opens a way for a person to self-knowledge, to inner freedom. But for the child, it is precisely the fine arts that play an exceptionally important role, capable of providing simple, physically tangible means of expressing their emotions. The study of art is related to the cognitive, visual and aesthetic activities of children. It helps to develop his visual susceptibility, teaches him to see details, to be more aware of form and space, and therefore to better navigate the world. The value of children's creativity is not in its technical perfection, but in its emotionality, in the ability of the author to convey his worldview by limited artistic means.

Program noveltyfollowed in several directions.

Firstly, this program is focused on strengthening parent-child relationships, taking a different look at your child in joint creative activities.

Secondly, the program allows you to get acquainted with the arsenal of various drawing techniques and techniques, both familiar and non-traditional.

Drawing for children is a game, and using games, playing techniques and finger gymnastics, a relaxed creative atmosphere is created for work. Non-traditional drawing gives children a lot of positive emotions, reveals the possibility of using familiar objects as art materials, and surprises with its unpredictability. Non-standard approaches to the organization of visual activity surprise and delight, liberate children, thereby causing a desire to engage in such an interesting business. Even small artistic failures can negate their desire to engage in visual activity, so the use of non-traditional methods of creating a drawing provides elements of surprise, gives the child a lot of positive emotions and helps to form a steady interest in this activity.

Also, this program is based on an understanding of the priority educational work aimed at developing perseverance, accuracy, patience, the ability to concentrate, fine motor skills and coordination of hand movements in children. The development of creative and communicative abilities of preschoolers and younger schoolchildren on the basis of their own creative activity is also a distinctive feature of this program.

The following work experience was taken into account in the preparation of this program:

Program for out-of-school institutions and secondary schools "Drawing and Painting", S.A. Levin, A.M. Mikhailov, A.V. Shcherbakov, 1981;

- "Drawing, painting, composition, arts and crafts" - a comprehensive program of the art studio MGDD (Yu) T, authors Bykova Ya. G., Bogdanova N. G., Volobueva I. I., Smirnov A. A., 2000 .).

Program for institutions of additional education "Non-traditional drawing techniques in preschool educational institutions" - Davydova G.N.,2005;

Educational modified program "World of colors", 2012 Ryabchenko O.A.

The educational program "I love to draw" is modified, has a socio-pedagogical focus and involves testing in a creative group based on institutions of additional education.

Relevance

Lack of time to communicate with the child (communication time on weekdays lasts, on average, about 4-5 hours) due to employment or unwillingness, lack of understanding of the importance of the problem - forms the basis of the pedagogical incompetence of parents. Which, in turn, is one of the reasons for the deformation of the mental and personal development of children.

Therefore, such a form of organizing leisure and development of children and their parents as joint classes in fine arts has become so relevant.Communication through the prism of creativity has a beneficial effect on child-parent relationships. Joint group art classes help parents:

"see" the potential abilities of the child;

activate your creative perception;

establish a good, trusting relationship with the child;

rejoice in the personal growth of the child;

know the strengths and weaknesses of the child and take them into account;

show sincere interest in his actions, provide emotional support.

Children, in turn, will be able to:

learn to communicate, the ability to yield, respect the interests of other people;

to see parents in the role of a colleague in the creative workshop, enthusiastic and receiving positive emotions.

Target:Harmonization of parent-child relations through interaction in the plane of fine arts.

In order to achieve the goal, the followingtasks:

Development of artistic and creative abilities, artistic taste, fantasy, ingenuity, spatial imagination, creative thinking, attention.

Activation and enrichment of parenting skills, support of their confidence in their own pedagogical abilities.

mastering the necessary skills and modern drawing techniques to translate ideas into their drawings.

Gaining experience in communicating with peers and adults in the process of various games and creative activities.

The program is designed to work with children 5-7 years old and consists of the following blocks:

Introductory, 1 year of study

Developing, 2nd year of study

Research, 3rd year of study

This program is designed for 1 year of study. Classes are held once a week for 2 hours.

Everyone is welcome to join the group. There is no special selection.

The educational process includes various teaching methods:

reproductive (reproducing);

illustrative (the explanation is accompanied by a demonstration of visual material);

problematic (the teacher poses a problem and, together with the children, looks for ways to solve it);

heuristic (the problem is formulated by children, and they offer ways to solve it).

In conducting classes, forms of individual work and collective creativity are used. The theoretical part is given in the form of conversations with viewing of illustrative material and is supported by the practical development of the topic. In order to test the assimilation of terms, concepts and as a psychological relief, games are played, specially compiled crossword puzzles are offered, word games and small genres of oral folk art are used. Program materials are selected in such a way as to maintain a constant interest in the activities of all children.

The main form of work is training sessions. These can be classes - variations, classes - creative portraits, improvisations, classes - images according to the scenario with special training for children, classes - holidays, classes- experiments. The report on the work takes place in the form of exhibitions, open classes, competitions, festivals, public events.

Program content

The world of a small person is colorful, emotional. For this age, classes in fine arts, modeling, and artistic design are so organic. For a child 5-7, a certain level of graphic skills is required, it is important to learn to feel the color. The development of spatial imagination gives work with plastic materials. Working with various materials expands the scope of the child's possibilities, ensuring his emancipation.

For the development of motor dexterity and coordination of small hand movements, exercises are carried out for drawing lines of a different nature, points, spots, strokes. At the end of each lesson, the children's attention is fixed on the achieved result.

program sections:

№ p/p

Subject

Number of hours

Total

theory

practice

rainbow world

Miracles from paper

We make our own toys

Total:

Section 1. Rainbow world

Acquaintance with various art materials, methods of working with them. Acquaintance with various non-traditional techniques.

Fundamentals of color science. Primary colors. Color mixing. Cold colors. Warm colors.

Artistic language of fine arts: line, spot, stroke, smear, dot.

Section 2. Miracles from paper

Paper, its types. natural properties paper. Paper technique: appliqué, collage, semi-volumetric and volumetric compositions. Cutting, bending, gluing. Simple geometric figures. Transformation of a flat figure into a volume.

Section 3. We make toys ourselves

- Introduction to various plastic materials: plastictilin, clay, biomass, paper.

- Education of artistic and plastic vision of the environmentworld, its forms, textures, rhythms.

- Concepts - relief, volumetric plasticity.

Cultural and leisure activities

Events are held on the topics of self-knowledge, the rules of behavior in a team.

Expected results and how to check them

As a result of the implementation of the program, it is expected to achieve a certain level of mastery of visual literacy by children. Children will know special terminology, get an idea about the types and genres of art, learn how to handle basic art materials and fine art tools..

By the end of their first year, children willknow:

Name of primary and secondary colors;

Understand the meaning of terms: paint, palette, composition, artist, line, ornament; appliqué, symmetry, asymmetry, composition, silhouette, spot, relief, firing, painting, molding, ceramics;

Figurative bases of decorative elements;

Materials and technical methods of registration;

Names of tools, devices.

be able to:

Use tools: pencils, brush, palette;

Fully use the area of ​​the sheet, depict objects large;

Choose colors according to the mood of the picture;

Master the basic skills of using red, yellow, blue colors, mixing them;

Model artistically expressive forms of geometric and plant forms;

use materials;

Sculpt toys based on techniques Dymkovo toys;

Apply various modeling methods: from a whole piece, lubrication of parts, smoothing surfacesAnd.

they will develop the following personal qualities:
the ability to organize and keep in order their workplace;

diligence;

independence;

Confidence in your strength.

Ways to check resultsIn the process of teaching children under this program, three types of results are monitored:

current (the goal is to identify errors and successes in the work of students);

intermediate (the level of mastering the program by children for six months is checked);

final (the level of knowledge, skills, abilities to master the program upon completion of the course is determined).

Identification of the achieved results is carried out:

throughtesting mechanism (oral frontal survey on certain topics of the material covered);

throughreporting views completed works.

Trackingpersonal development childrenis carried out by the method of observation and recorded in the workbook of the teacher.

Reporting views of completed work of students

During the reporting reviews at the end of each of the three years of study, it is determined, first of all, practical skills students.

Forms for summing up the results of the program implementationThe following forms of summing up the program are used: testing, art quizzes, art competitions, participation in exhibitions of various levels.

METHODOLOGICAL SUPPORT1. Provision of the program with various types of methodological products.

The program is provided with various types of methodological products. This is, first of all,author's developments of artistic and creative games adapted for children of primary school and middle age. These are situational improvisational games that arise right in the course of individual lessons, and games and game situations pre-planned by the teacher, in which children are willingly included, studying certain sections and topics (for example, “The Tale of the Sister Caterpillars”, fantasy game “Colored dreams”, “Animals in the land of colors”, “Dancing brushes”, etc.).

In order for the classes to be exciting and interesting, and the work to evoke a sense of joy and satisfaction in children, the teacher needs to create conditions for the educational process in which cognitive and creative activities would be intertwined withspectacular and playful process. This setting not only corresponds to the age of the children for whom the program is intended, but also helps to reveal the creative abilities of children, taking into account the age and individuality of each child, because children are accepted into the studio with different degrees of giftedness and different levels of initial basic training. That is why it is so important to ensure individual approach to every child.

The game in this regard is of particular importance. It helps the teacher to build the educational process according to the principle from simple to complex; master the material in accordance with the individual capabilities of the child, while creating a situation of success for everyone, because each child is a unique personality. He has his own character, temperament, feelings, hobbies. Everyone has their own rhythm and pace of work.

Also, the game unites children, contributes to the formation of a children's team. For this purpose, they are usedpractical tasks, the implementation of which involves the organization of the collective work of children.

Children of primary school age are by nature free and liberated. They do not have complexes of more "adult" children. They, as a rule, are not afraid to take on any task set by the teacher. Any new technology new material arouses in them a healthy active interest, a desire to work.

To activate children, developed by the author are usedtasks-games for the development of fantasy and imagination: “What doesn’t happen in the world?”, “The Miracle Butterfly”, “The Image from the Spot”. Such tasks are offered as: “Draw”, “Guess”, “Dress” and others.

The program providesmethodological substantiation of the organization process educational activities and forms of teaching. In particular, the author suggestedlesson structuring methodology by ISO.

As practice has shown, the following way of constructing the educational process is optimal: first, the teacher explains to the students the topic of the lesson, the tasks that they must solve, the means and methods for their implementation. In parallel with this, there may be a display of auxiliary material illustrating the topic of the lesson: artistic photographs, reproductions of works by famous artists, fine art albums, products of folk craftsmen, the best children's works from the studio fund.

At the same time, the teacher can invite children to view didactic materials, methodological tables and manuals. This creates a fertile ground for the development of the cognitive interest of students and the emergence of a creative mood.

After presenting the theoretical information, the teacher, together with the children, proceeds to practical activities. The direct display method is very important because teaches children the technique of handling various art materials (watercolor, gouache, pastel, ink, wax crayons). The teacher demonstrates how to work with different tools (brush, pencil, pen, palette, palette knife, etc.). In this case, a training board or a sheet of paper attached to an easel is used to show. Thus, the teacher reveals the creative possibilities of working on a specific task.

Children after the explanation start to work. The practical activity of students is built from simple to complex, from training exercises to building a composition.

At the end of the lesson, in order to consolidate the acquired knowledge and skills, it is appropriate to analyze the work performed and analyze typical mistakes. After summing up the results of the lesson, the teacher can give recommendations to the children in the form of homework.

In order for the children not to get tired, and the results to please and evoke a sense of success, the tasks should be visually spectacular. For this purpose, the program is provided with a speciala set of games .

For example, to focus the attention of a child on something important, you can put a doll on your hand (children studying in this program know it under the namedraw it ); doll helps to learn difficult tasks, can scold and praise, and most importantly - answer any question of the child.

During classes, paints, brushes, crayons and pencils often turn into fairy-tale characters, used palettes turn into colored dreams, and an inflated blot creates unique images of miraculous animals, birds, and fantastic animals.

In the first lessons, it is especially important to praise each child for the work done, to inspire self-confidence, and to inspire them to continue learning.

Helps children to effectively engage in the work process in the classroommusic . The author has collected a corresponding collection of audio recordings, which is a significant part of the methodological support of the program.

Before the start of classes, and also when the children get tired, it is useful to conduct a game warm-up for the hands.

Game gymnastics in the form of exercisesdrawing in the air ) helps the child to quickly master the basics of fine art.

So that children do not quickly get tired and do not lose interest in the subject, it is useful to introducechange of activities Andalternation of techniques with game tasks .

For example, any watercolor “underpainting” can serve as a background for the following tasks, where a stencil, appliqué, ink drawing, pastel, crayons, etc. can be used.

Sluggish, inert children can be interested with the help of special techniques. For example, an unsuccessful watercolor study is not thrown away. It can serve as a background for pastels, gouache, or you can cut out various elements for a collage from it.

Often, the game change of various techniques and techniques turns out to be so successful that a “masterpiece” of fabulous beauty is born from a “Cinderella” drawing.

Such a "recharge" stimulates the student to be creative, gives rise to confidence in each teenager in his potential.

Good luck inspires even the most insecure children, awakens the desire to experiment, create, give their fantasy "cosmic" freedom.

In the conditions of anticipation of good luck, the educational process will be easy, causing the active interest of every teenager, regardless of his abilities, which will lead to desired result. After all, art education should not focus only on the most capable of visual activity of children.

2. Didactic materials

Didactic materials (tables, visual aids, demonstration cards, samples of completed tasks, etc.) are used in each lesson, except for classes on the development of fantasy, imagination and testing classes.

The author compiled a specialannotated directory didactic materials, used in the implementation of this program.

Annotated catalog of didactic materials for the program

"Fundamentals of Fine Arts"

№

^ Form of didactic material

Name of didactic material

Section, topics (example)

Purpose of use

1

Visual material

"Natural Forms"

"ABC of drawing"

sketches

Drawing:

sketches of herbs, flowers;


tree silhouettes

Visual form of task explanation

2

Visual material

"Technique and character of hatching"

"Line and Image"

Drawing:

line drawing from nature, from memory;


three-dimensional drawing from nature, from memory

Explanation of technical methods of work

3

Visual aids

"Color spectrum. Warm and cold colors

"Color circle"

Primary and Complementary Colors

"Achromatic and Chromatic Colors"

Painting:

autumn colors;


gifts of nature;


cold gamma of winter;


dance of contrasting colors;


realm of night and realm of day

Visual help in solving educational exercises in color science

4

Visual aids

A selection of demo cards

"The basics of composition"

"Composition Center"

"Static, movement in composition"

Composition:

space distances;


holiday in the city;


favorite fairy tale


circus;


zoo

Definition various options building a composition

5

Visual aids

Sample selection

"Stylization of natural forms"

"Different types of ornament (zoomorphic, geometric, floral)"

"Ornament in a circle, triangle, rectangle"

Ornament:

wooden lace;


snowflake carpet;


Gzhel patterns

Demonstration options constructing an ornament

6

Visual aids

Sample selection

"Expressive possibilities of graphic materials"

Graphic arts:

draw with a pen of birds, plants;


draw fantastic animals with a brush and black ink;


draw with a stick and colored ink;


draw funny and sad clowns with colored pencils, felt-tip pens;


draw trees with charcoal;


draw bouquets with pastels

Visual help in solving educational problems

7

Visual aids

Samples of the best works from the studio fund

"Step by step work on a still life"

"Forms and structure of objects"

"Perspective image from 1,

with 2 vanishing points"

Still life:

still life of 1-2 objects on a neutral background (household items);


still life of geometric shapes;


still life thematic against the background of draperies with folds

Improving Execution Results

8

A selection of educational works and the best samples from the studio's fund

New Year's toys, souvenir cards, masks made in the technique of paper plastic

Paper construction:

paper "cuttings";


bulk application;


souvenir postcards;


Carnival masks

Visual form of material explanation

9

Visual aids

Exhibition works from the studio fund

"Proportions of the human head"

"The use of various techniques in working on a portrait"

Human image:

mother's portrait;


self-portrait with a friend;


sport games;


funny and sad clown

Help explaining the assignment

10

Visual material

The best plein air works from the fund

"Linear and aerial perspective"

"Different Shapes of Trees"

"The image of a tree"

Scenery:

sketches of trees from nature;


sketches of natural motifs;


picturesque studies of the sky on the state;


thematic landscape (autumn, winter, spring, summer)

Improving Execution Results

Exemplary form to follow

An integral part of the didactic materials is a still life fund selected for the program.

An approximate list of still life fund items:

Houseware:

a) glass (bottles of various shapes, vases, cups, glasses, dishes, salad bowls);

b) wooden (caskets, spoons, kegs, boxes, cutting boards);

c) metal (samovars, teapots, irons, spoons, knives, pots, coffee pots);

d) ceramic (lids, dishes, teapots, cups, vases).

Objects of arts and crafts(spinning wheels, chests, bast shoes, embroidered towels, painted boards, samples of folk pear, Zhostovo trays, Gzhel dishes, ceramic objects).

Musical instruments(guitar, harmonica, tambourine, horn).

natural elements(bouquets of dried flowers, artificial flowers, a herbarium of flowers, leaves, butterflies, a set sea ​​shells, corals, stars, stones set).

dummies(mushrooms, fruits, vegetables).

Stuffed birds and animals(gulls, crows, owls, parrots, magpies, squirrels).

Drapery(monochrome, with color and geometric patterns,fabric of different textures - velvet, silk, chintz, canvas, wool, tulle).

Technical equipment of the program

The successful implementation of the program and the achievements of students largely depend on the proper organization of the workspace in the studio.

It is good if the walls of the room in which the classes are held are decorated with the best children's work.

The study room should be well lit (natural and electric light) and equipped with the necessary furniture: tables, chairs, stools, cabinets, easels, drawing tablets. The room should have a sink with water or large containers for clean and dirty water.

For work, it is necessary to have a sufficient amount of visual and educational material (still life fund, plaster figures, draperies, handicrafts). And also there should be lighting devices (soffits, lamps) for lighting still life productions.

To store the studio fund (the best children's works different years) it is desirable to have special racks. In the classroom, it is necessary to have a special methodological fund, a library on art, as well as modern technical teaching aids (TV, VCR, computer, projector, video player, etc.).

Requirements for a teacher
Long-term practice of working with children, as well as experience of communicating with colleagues from other institutions, allowed the author to formulate some general requirements that the administration of educational institutions should impose on a teacher who wants to work in the system of additional education in the direction of "fine art".
In addition to good professional training, the teacher must have certain abilities to work in the field of children's artistic creativity, the ability to create a general atmosphere of trust and interested communication.
The teacher should be not only an artist, but also a bit of an artist, as well as a kind of director of his classes.
Therefore, everything is important in him: his appearance, and his gestures, and facial expressions, and manner of speaking.
The mood of the students, their desire to work depends on the teacher. A teacher who knows how to transform, create a certain mood in the classroom, who owns various playing techniques, can turn the learning process into a creative workshop, where every child, regardless of his abilities, will feel like a young artist.

BIBLIOGRAPHY

Literature for students
Belashov A. M. How to draw animals. - M .: Young artist, 2002.

Braginsky V. E. Pastel. - M .: Young artist, 2002.

Deakins R., McCafferty Y. How to learn to draw faces. – M.: ROSMEN, 2002.

Ivanov V. I. About tone and color (in 2 parts). - M .: Young artist, 2001-2002.

Lakhuti M. D. How to learn to draw. – M.: ROSMEN, 2000.

Panov V.P. Art of silhouette. – M.: Young artist, 2005.

Savage Hubbard K., Speisher R. Adventures in the world of painting. – M.: ROSMEN, 2003.

Tkachenko E. I. The world of color. - M .: Young artist, 1999.

Watt F. I can draw. – M.: ROSMEN, 2003.

Chivikov E.K. City landscape. – M.: Young artist, 2006.

Shabaev M. B. Colored pencils. - M .: Young artist, 2002.

Literature for parents
Alekseeva VV What is art. - M .: Soviet artist, 1991.

Berseneva G.K. Fabric. Paper. Dough. Home needlework. – M.: Astrel, 2001.

Dreznina M. G. Every child is an artist. – M.: YUVENTA, 2002.

Lopatina A., Skrebtsova M. Paints tell fairy tales. – M.: Amrita-Rus, 2005.

Meister A. G. Paper plasticity. Home needlework. – M.: Astrel, 2001.

Nagibina M. I. From plain paper we make like magicians. - Yaroslavl: Academy holding, 2001.

Sinitsyna E. Smart activities and games. – M.: List New, Veche, 2002.

Literature for the teacher

Bazanova M. D. Plein air. – M.: Visual arts, 1994.

Gusakova M. A. Application. - M .: Education, 1987.

Dubrovskaya N.V. An invitation to creativity. - St. Petersburg: Detstvo-Press, 2004.

Komarova T. S., Razmyslova A. V. Color in children's fine arts. – M.: Pedagogical Society Russia, 2002.

Kompantseva L. V. The poetic image of nature in children's drawing. – M.: Enlightenment, 1985.

Korneva G. Paper. - St. Petersburg: Crystal, 2001.

Lukovenko B. A. Pen drawing. – M.: Visual arts, 2000.

Mititello K. Application. Technique and art. – M.: Eksmo-Press, 2002.

Mikhailov A. M. The art of watercolor. – M.: Visual arts, 1995.

Nemensky B. M. Educational area "art". - M .: GOMC, School book, 2000.

Nemensky BM Fine Arts and Artistic Work. – M.: MIPKRO, 2003.

Polunina V. N. Art and children. – M.: Pravda, 1982.

Polunina V.N. Solar circle. At Lukomorye. – M.: Art and education, 2001.

Polunina V.N., Kapitunova A.A. Herbarium. – M.: Astrel, 2001.

Smith S. Drawing. Full course. – M.: Vneshsigma, 1997.

1 The program for secondary general education educational institutions/ Under the arms. and ed. nar. artist of Russia, acad. B. M. Nemensky // Program elementary school"Fundamentals of Artistic Representations". – M.: MIPKRO, 2001.

2 Grosul N. V. Studio of fine arts // Programs of additional art education for children. - M .: Education, 2005.

3 See eg program: Visual Arts. Grades 1-9 (team of authors: Kuzin V.S., Rostovtsev N.N. and others). - M.: Agar, 1996. This program offers training from 1 to 2 hours per week and - respectively - from 36 to 72 hours per year.

4,144 hours per academic year. See: Grosul N.V. Studio of fine arts // Programs of additional art education for children. - M .: Education, 2005.

Kiseleva Elena Ivanovna

teacher of the first qualification category

MADOU kindergarten "Mermaid", Gubkinsky

additional general development program

Kiseleva Elena Ivanovna, educator of the first qualification category MADOU DS "Mermaid"

Reviewers:

Tkachenko T.I., Head of MADOU DS "Mermaid"

Kasyanova L.G., Associate Professor of the Department of Theory and Methods of Preschool Education, Candidate of Pedagogical Sciences. FSBEI HPE "Shadrinsk State Pedagogical Institute", Shadrinsk.

The program "Watercolor" presents materials on teaching preschoolers non-traditional ways and techniques of drawing, based on the experience of working in a preschool educational institution with children aged 3-7 years. A long-term planning of additional classes in visual activity for children of preschool age, designed for four years of study, is proposed. The program provides an example thematic planning and diagnostics. The presented developments are aimed at the formation of the necessary visual skills and abilities, at the development of artistic and creative abilities, imagination and fantasy of children.

This program is addressed to teachers of preschool educational institutions, leaders of additional education circles, as well as parents interested in the issues of artistic education and development of preschool children.

1. Explanatory note

Additional general developmental program for fine arts"Watercolor" for children 3-7 years old has artistic and aesthetic orientation.

1.1. Relevance program "Watercolor" lies in the fact that in the process of its implementation, individual artistic abilities are revealed and developed, which, to one degree or another, are characteristic of all children. Therefore, it is necessary to use their craving for discoveries to the maximum for the development of creative abilities in visual activity, emotionality, spontaneity, the ability to be surprised at everything new and unexpected. It is at preschool age that every child is a little explorer, with joy and surprise discovering the unfamiliar and amazing world around him. The more diverse children's activities, the more successful the child's versatile development is, his potentialities and the first manifestations of creativity are realized. That is why one of the closest and most accessible types of work with children in kindergarten is a visual, artistic and productive activity that creates conditions for involving the child in their own creativity, in the process of which something beautiful, unusual is created. Visual activity brings a lot of joy to preschoolers. The need for drawing is inherent in children at the genetic level, copying the world around them, they study it. As a rule, teaching children to draw in a preschool educational institution often comes down to traditional ways of transmitting the information received with a standard set of visual materials. But, given the huge leap in mental development and the potential of the new generation, this is not enough for the development of creative abilities. The task of the teacher is to teach children to manipulate materials of various quality and properties, to use non-traditional methods of image.

1.2. Novelty and originality program is: in a purposeful activity to teach the basic skills of artistic and creative activity necessary for the further development of children's creativity, the formation of such mental operations as analysis, synthesis, comparison, assimilation, generalization, which make it possible to complicate all types of activities (playing, artistic, cognitive , research, educational); familiarization of children with the arts and crafts of the peoples of Russia and the ornamental art of the peoples of the North; the use of thematic literary, musical, folklore and game material, which makes it possible to make classes accessible, interesting, informative and informative; application of health-saving educational technologies.

1.3. The conceptual basis of this program is the development of artistic and creative abilities of children in inseparable unity with the education of spiritual and moral qualities through a purposeful and organized health-saving educational process. The main thing is that by developing children's creative abilities in visual activity, they themselves believe that artistic creativity knows no limits either in material, or in tools, or in technology. An unconventional drawing technique helps to captivate children, maintain their interest in fine arts, folk painting helps to educate the spiritual and moral qualities of children. Non-standard solution develops children's fantasy, imagination, removes negative emotions. In modern education, the need to solve such an important problem as health protection is increasingly recognized. At present, there is a need to consider visual activity not only as a factor in the development of personality, but also as effective remedy prevention and correction of violations, preservation of children's health. In teaching children visual activity, health-saving educational technologies are used, the principle of which is to build a pedagogical process with a focus on the personality of the child, which corresponds to its prosperous existence, ensures comfort and positive psychological well-being of the child. This includes the right furniture, hygiene conditions in a group, freshness of air, lighting, emotional release: jokes, use of sayings, aphorisms, positive evaluation. These include art therapy techniques: the use of music, poetry, reproductions. It is also important to monitor the load. In the teaching of visual activity, such health-saving technologies as dynamic pauses are always used, finger gymnastics, gymnastics for the eyes, exercises for the prevention of posture and others that contribute to the health of children. Visual activity has a positive impact on the health of the child. In particular, for physical development: develops visual coordination, fine motor skills of the fingers; in the development of visual activity is given great attention education of cultural and hygienic skills; in the process of visual activity, self-control develops when following the rules of personal hygiene, the ability to independently eliminate the mess, the development of self-service skills; at older preschool age, children should be able to organize their workplace, properly use material and technical means (materials, tools and accessories). Carrying out such classes helps to remove children's fears, gain faith in one's own strength, inner harmony with oneself and the outside world, give children a new wide range of sensations that will become richer, fuller and brighter. This is precisely what pedagogical expediency programs for visual activity "Watercolor".

1.4. Purpose of the program: development of artistic and creative abilities of children 3-7 years old.

1.5. Tasks:

• Develop creativity and fantasy, observation and imagination, associative thinking and curiosity.
• To form an aesthetic attitude to the surrounding reality, the child's ability to enjoy the variety and elegance of forms, colors, smells and sounds of nature.
• To educate in children the ability to look at the world and see it through the eyes of artists, to notice and create beauty.
• To educate a child's positive attitude towards cooperation with an adult, with children, towards their own activity, its result.
• To acquaint with samples of folk paintings (Dymkovo and Filimonov painting, Gorodets, Semenov nesting dolls) and ornaments of the peoples of the North.
• To teach children the ways of non-traditional drawing techniques, to consistently acquaint them with various types of fine arts.
• To improve children's skills in working with various visual materials.
• Creation of a comfortable microclimate children's team and in DOE in general.
• Improving the health-saving environment in preschool educational institutions.

Distinctive features programs are that

our kindergarten works according to the “Kindergarten Education and Training Program”, edited by M.A. Vasilyeva. In accordance with the Federal State Educational Standard for Preschool Education and the main educational program for preschool education, we have developed a program for visual activity "Watercolor" for four academic years. In the program of M.A. Vasilyeva, much attention is paid to teaching children the traditional drawing technique and, in our opinion, not enough space is given to the non-traditional one.

1.6. Members. Children aged 3-7 attending a kindergarten are included in a group of no more than ten people. The enrollment of children is free and determined by the interests of pupils and their parents.

1.7. The duration of the program. The program is designed by age groups and is designed for four years. It covers: the second younger group - children from 3 to 4 years old, the middle group - from 4 to 5 years old, the older group - from 5 to 6 years old, the preparatory group for school - from 6 to 7 years old.

1.8. Guidelines. The frequency of classes is once a week in the afternoon. Duration of classes: the second junior group -10-15 minutes; middle group - 15-20 minutes; senior group- 20 - 25 minutes; preparatory group for school - 25-30 minutes. The classes start in September and end in May.

Form of organization of children in the lesson: group.

Form of the lesson: combined (individual and group work, independent and practical work).

During the implementation of the "Watercolor" program, children get acquainted with a variety of drawing techniques.

With preschool children can be used:

• finger painting;
• imprint with potato prints;
• poke with a hard semi-dry brush.

Children of middle preschool age you can get acquainted with more complex techniques:

• foam impression;
• print with eraser prints;
• wax crayons + watercolor;
• candle + watercolor;
• leaf prints;
• palm drawings;
• magic ropes.

At senior preschool age children can master even more difficult methods and techniques:

• blotting with a tube;
• landscape monotype;
• screen printing;
• subject monotype;
• blotography ordinary
• plasticineography.
  

1.9. Expected result:

• independently use non-traditional materials and tools, master the skills of non-traditional drawing techniques and apply them;
• independently transfer the composition using the technique non-traditional drawing;
• express an emotionally positive attitude to the world through drawing;
• has a positive attitude to cooperation with an adult, with children, to their own activities, its results;
• give a motivated assessment of the results of their activities and the activities of their comrades;
• show interest in the decorative and applied art of the peoples of Russia, ornaments of the peoples of the North.
  

2. Educational and thematic plan of the work of the circle

The program "Watercolor" is a system of classes in visual activity using non-traditional techniques. The content of the work system and the tasks of artistic and creative development are presented in sections: "Vegetables, Fruits", "Animals", "Trees", "Flowers", "Birds", "Fairy Tales", "Toys", "Watercolor Riddles". Specification of tasks by age groups is carried out depending on age, indicators artistic development children and the content that is presented for this age group.

No. p / p	Topic	Number of lessons
1 year of study
September	"Vegetables fruits"
	"Trees"
	"Animals"
	"Human"
	"Fairy tales"
	"Toys"
	"Mysteries of the Watercolor"
Total for 1 year of study: 35
2nd year of study
September	"Vegetables fruits"
	"Trees"
	"Animals"
	"Human"
	"Fairy tales"
	"Toys"
	"Mysteries of the Watercolor"
In total for 2 years of study: 35
3 year of study
September	"Vegetables fruits"
	"Trees"
	"Animals"
	"Human"
	"Fairy tales"
	"Toys"
	"Mysteries of the Watercolor"
In just 3 years of study: 35
4 year of study
September	"Vegetables fruits"
	"Trees"
	"Animals"
	"Human"
	"Fairy tales"
	"Toys"
	"Mysteries of the Watercolor"
In total for 4 years of study: 35
Total number of lessons on the Program: 140

2.1. forward planning first year of study (2 junior group)

	Lesson topic:	Unconventional Techniques	Program content
September
	"Vegetables fruits" "Merry Peas" "Compote of berries and apples" "Harvesting" "Rowan branch"	"finger painting" "finger painting" "print by hand" "pencil printing"	To acquaint children with the technique of "finger painting". Teach children how to pick up paint on their fingers. Develop fine motor skills. Continue to teach children to pick up paint on their fingers. Learn to rhythmically apply dots without going beyond the contour (can contour). Introduce children to the technique of drawing "freehand printing". Teach the children to apply paint on part of the palm and leave an imprint on paper. To introduce children to the technique of printing with a pencil-printer Learn to depict berries by rhythmically placing dots on a rowan branch.
October
	"Trees" "Autumn motives" "Landscape by the lake" "Trees by the Lake" "Rowan branch"	"monotype" "monotype" "finger painting"	Introduce children to new technology drawing on polyethylene film. To teach children to apply gouache on film. Reinforce children's knowledge of colors. Introduce children to the new technique of "monotype". Teach children to apply paint without leaving the outline. Strengthen the ability to hold the brush correctly. Continue to teach children to type gouache on a brush. To teach children to draw berries on a branch (with fingers) and leaves (by sticking). Fix these drawing techniques.
November
	"Birds" "Funny Chickens" "Two merry geese lived with granny" "Poultry yard" "Luli, lyuli, lyuli, the ghouls have arrived."	"monotype", "finger painting" "printing by hand", "finger painting" "finger painting"	Continue to acquaint children with the "monotype" technique. Encourage children to complete the picture with details. Develop children's sense of color and shape. Continue to use the palm as a visual medium. Stimulate the desire of children to complement the image with details. Develop imagination. Continue to teach children to draw birds with the palm of their hand. Develop tactile sensitivity and hand-eye coordination. To form in children a conscious attitude to the order in which work is done. To improve in children the ability to make prints with two fingers at the same time. Fix the concept of flowers. Develop orientation in space, coordination.
December
	"Animals" "Kitten-kitten" "Hare" "Prickly hedgehog" "Dymkovo toy. Rooster"	« paper tube» "paper tube" "printing by hand", "finger painting"	Introduce children to a new way of coloring "paper tube". Teach children to draw with a tube. Continue to teach children to use the straw as a visual aid. Develop fine motor skills. Continue building your drawing skills. Improve hand drawing skills. Strengthen the ability to finish drawing with your fingers. Cultivate the imagination. Encourage children to independently decorate a rooster figurine with a Dymkovo pattern. Develop the ability to convey the color of the pattern.
January
	"Human" "My mom" "Decorate the Snow Maiden's coat" "The roly-poly guys went out for a walk"	"finger painting" "finger painting", "pencil-printing"	Continue to teach children to draw with their fingers. Encourage children to be independent. Arouse interest in drawing and a sense of job satisfaction. Continue to teach children to draw with their fingers. Learn to rhythmically apply dots without going beyond the contour. To bring up joyful memories from the New Year holiday in children. Introduce children to a new method of drawing "stamp". Develop children's creativity through color selection. Cultivate a joyful mood in the children.
February
	"Fairy tales" "Gold fish" "Gingerbread house" Drawing + application. "Brave Cockerel" "Shadow, shadow, sweat"	"drawing on plastic film", "printing by hand" "painting on plastic wrap" "stamp", "print by hand" "finger painting"	Continue to teach children to draw the sea with plastic wrap. To consolidate the ability to draw fish with the whole palm. Development creative imagination. Strengthen drawing skills with plastic wrap. Improve the technique of using a brush: move the brush freely and confidently along the pile. Develop observation, a sense of color and shape. Strengthen hand drawing skills. Continue to acquaint children with the new drawing technique "stamp". Strengthen the skills of using "finger painting" in children. Develop fine motor skills.
March
	"Flowers" « Postcard for mom» "Fairy Flowers" "Dandelions" "Flowers in a vase"	"finger painting", "printing with a signet", "stamp", etc. "pencil-printing", "stamp" "finger painting" "printing by hand", "finger painting"	Learn how to decorate a postcard with flowers. Develop a sense of rhythm and color. Improve the ability to use familiar techniques. Exercise children in the technique of drawing with the help of stamps. Develop a sense of composition. Cultivate a joyful mood in children. Strengthen the ability to draw with fingers. Improve the ability to draw with two fingers at the same time. To educate children in accuracy when drawing with their fingers. To improve the skills of drawing with the palm and fingers. Strengthen children's knowledge of colors. Cultivate a joyful mood.
April
	"Toys" "Dymkovo toy. Horse" « Multi-colored spinning top» "Smeshariki" "Balls"	"finger painting" "paper tube" "painting with napkins" "cork printing", "potato prints"	To teach children to make fingerprints without going beyond the contour of the horse figure. Continue to improve drawing skills with two fingers at the same time. Cultivate accuracy. Teaching children to draw with paper tubes different types. To consolidate the ability to decorate objects that are simple in shape, applying prints with a tube evenly over the entire surface of the pattern. Cultivate interest in work. To teach children to draw spots, rolled up balls of napkins. Fix the name of the color scheme. Develop children's creative imagination. Introduce children to the technique of printing with a cork, a potato seal. Show how to get a fingerprint. Cultivate a joyful mood from the result.
	"Mysteries of the Watercolor" "The Scarlet Flower" "Magic Pictures" "Spring Fantasies" "Colors of Northern Summer"	"monotype," finger painting " “finger painting”, “freehand printing”, “monotype”, “drawing with napkins”, “drawing on plastic film”, “stamp”, etc. "finger painting", "freehand printing", "monotype", "drawing with napkins", "drawing on plastic film", "cork printing", etc. "print by hand" “cork printing”, “paper tube”, potato prints, etc.	Improving the "monotype" technique, Strengthen the skill of owning a brush. Develop thinking and creative imagination. Improve skills and abilities in free experimentation with materials necessary for working in non-traditional fine arts. Develop color perception in children. To improve children's skills in using non-traditional drawing techniques. Consolidate the knowledge and skills acquired during the year. To educate children in responsiveness, kindness, to bring what has been started to the end, following the game motivation of the lesson. To consolidate the ability to make palm prints and draw them to a certain image using material: tubes, seals. To consolidate the ability to create a composition, independently select colors.

2.2. Long-term planning of the second year of study (middle group)

	Topic of the lesson	Unconventional Techniques	Program content
September
	"Vegetables fruits" "In the forest for berries" "I am a green cucumber, I am a cheerful fellow" "Bananas for the Monkey" "Orange and Pineapple"	"finger painting" "print on the side of the hand" "fingerprint on the side of the finger" "print by hand"	Continue to teach children the technique of finger painting. To consolidate in children the ability to draw with two fingers at the same time. Develop fine motor skills. Teach children the technique of drawing with the side of the hand. To reinforce in children the idea of ​​\u200b\u200bgreen. Cultivate children's attention. Teach children the technique of drawing with the side of the finger. Develop a sense of rhythm and color. Continue to acquaint children with the technique of drawing freehand printing. Continue to teach children how to apply gouache of two colors on the palm. Develop children's compositional skills.
October
	"Trees" "Autumn leaf fall" "Mighty Pine" « Autumn forest» "Autumn of the Northern Territory"	"leaf printing" "print by hand", "finger painting", "stamp" "stencil", "finger painting" "drawing on wet paper"	Introduce children to new technology "leaf print" To teach the children to apply gouache on the left surface of a dry sheet. Develop orientation in space. To consolidate the ability to draw a tree trunk with your fingers. To improve the skills of children in drawing with a palm and a stamp. Continue to develop orientation in space. Introduce children to a new drawing technique - a stencil. Show screen printing technique. To consolidate the ability to draw trees with fingers. Develop a sense of composition. Teach children to draw on a wet layer of paper. Continue learning to draw trees. Choose the color of autumn. To evoke in children an emotional response to the artistic image of the landscape.
November
	"Birds" "Cockerel, cockerel - golden comb" « Beautiful peacocks» "The Bird of Happiness" "Bullfinch"	"print by hand" "monotype" "drawing on wet paper" "drawing on raw paper", "finger painting", etc.	Improve the ability to make prints with the palm of your hand and finish them to a certain image of a cockerel. Learn to apply gouache on the palm of several colors at the same time. Continue to teach children to use the monotype technique. Develop children's sense of color and shape. Fix primary colors. Continue to introduce children to the new technique of "drawing on wet paper." Improve your drawing skills with gouache and brush. Develop fine motor skills. Continue to teach children the new technique of "drawing on wet paper." To develop in children the skill of adding details to the drawing. Encourage children's creativity.
December
	"Animals" « Hedgehog" "Round dance" "Animals under the tree" Filimonov's toy. Horse"	"blotography" "stencil" "blotography" "finger painting"	Introduce children to a new technique - blotography. To teach children to finish the details obtained during the image. Develop children's imagination, interest in creative activities. Continue to introduce children to technology - a stencil. Develop children's color perception and sense of composition. Develop fantasy. Continue to acquaint children with the technique of blotography. Develop creativity in children through the choice of color. Develop perseverance. To consolidate in children the ability to use the technique of fingerography in their work. Develop imagination. Develop fine motor skills. Raise interest in folk toys.
January
	"Human" "Clown in the circus" "Snow Maiden" "My mom"	"stencil", "spray" "wax crayons + watercolor" "Wax crayons" + "finger painting"	To consolidate the ability to draw a person using a stencil. Learn to choose colors to reflect joy, fun. Learn to portray a fairy-tale character using the new technique "wax crayons + watercolor". Teaches you how to express your impressions in a drawing. Develop imagination and fantasy. Learn to draw a portrait of mom with wax crayons, trying to convey the similarity (hair color, eyes, clothes). Decorate the portrait with the image of flowers using the "finger painting" technique.
February
	"Fairy tales" "Funny blots" "The forest bear and the naughty mouse" "Revived fairy tale" "We draw a fairy tale" Kolobok "	"blotography" "stencil", "tamponing" stamp, stencil "stencil"	Continue to teach children to draw blots. Teaching children to dream. Fix the name of warm shades. Exercise children in the technique of drawing with a stencil. To develop in children the skills of lightly touching the paper with a swab of paint. Cultivate accuracy. To introduce children to the elements of Nenets ornaments, consisting of geometric and motifs. Arouse children's interest in studying the arts and crafts of the Nenets. Continue to teach children to draw with a stencil. Strengthen the ability to use stencils. Develop imagination, observation, attention.
March
	"Flowers" "Postcard for Mom" "Spring Dandelions" "Flowers in the flower bed" "Spring flowers"	"signet" "blotography" "monotype", "stamp", "blotography" "printing by hand", etc.	Improve children's skills when using the "signet" drawing technique. Develop color perception, a sense of composition. Develop an eye. To consolidate the children's idea of ​​\u200b\u200bcolor and geometric shape (circle). Cultivate aesthetic taste. To consolidate the skills of children when using drawing techniques: monotype, stamps, blots. Continue to teach children to choose bright, contrasting colors. Develop creativity and imagination. Improve non-traditional drawing skills using familiar techniques. Continue to teach children to choose colors.
April
	"Toys" « Filimonov whistles» "Funny Bunnies" "Ships" "Cock and Hen"	"poke drawing", "finger painting" "plugging" "drawing on wet paper", "stencil" "finger painting," print by hand "	Teaching children how to color using bright colors and the technique of drawing with a poke and fingers. Develop aesthetic perception. Raise interest in folk toys. Continue to teach children to draw with a foam sponge. To develop the creative imagination of children, create conditions for the development of creative abilities. Improve drawing skills with a stencil. Continue to develop fine motor skills of the hands. To teach children to portray toys, conveying the resemblance to a real object. Practice drawing thick and thin lines with your fingers. Develop creativity in children.
	"Mysteries of the Watercolor" "Visiting the watercolor" "Festive fireworks. Victory Day" "Butterflies" "Visiting the Tassel Queen"	"drawing on raw paper", "stencil", “finger painting, “printing by hand”, etc. "blotography", "spray" "monotype", "finger painting "drawing on wet paper"	To consolidate the knowledge and skills of children to apply non-traditional drawing techniques in drawing. Maintain an interest in art. Give children joy and pleasure. Improve the skills of non-traditional drawing blotography, learn to use the new “spray” technique Improve children's color matching skills. Cultivate patriotic feelings. To consolidate the skills and abilities of using various materials to create an expressive image. Cultivate accuracy in working with gouache. Cultivate a desire to help each other. To reveal the knowledge of children received during the year. Activate the process of choosing a plot, colors. evoke an emotional response.
"Exhibition of drawings of children of this group"

2.3. Long-term planning of the third year of study (senior group)

	Topic of the lesson	Unconventional Techniques	Program content
September
	"Vegetables fruits" "Bird cherry" "In the garden, in the garden" "Tangerines" "Still life of apples"	"poke drawing" "candle painting" "candle painting" "drawing on wet paper", "stamp"	Continue to teach children to apply one layer of paint to another in the “poke way”. Develop aesthetic perception, the ability to convey the characteristic features of the artistic image. Cultivate artistic taste. To introduce children to the technique of drawing a candle. To fix the characteristic features of vegetables: cabbage, carrots. Develop creative thinking and imagination. Continue to acquaint children with the technique of drawing with a candle. To consolidate the ability to use additional objects in the work to convey the characteristic features of objects. Cultivate a sense of love for the beauty of native nature. Continue to arouse children's interest in mixing paints. Encourage them to depict according to the presentation with the means of expression available to them.
October
	"Trees" "Autumn on the edge of the paint bred" "My favorite tree in autumn" "Gold autumn" "Landscape by the lake"	"leaf printing" "blotography" "candle painting" "raw monotype"	To improve children's skills in using the printing technique with leaves. To develop in children a vision of the artistic image and design through natural forms. Improve your drawing skills with blots. Continue to help children master the method of spontaneous drawing, when the depicted object is obtained by free application of paint spots. Develop an interest in non-traditional ways of drawing. Continue to teach children how to work in the technique of drawing with a candle. Learn how to use different materials in your work. To evoke in children an emotional, joyful attitude to the bright autumn nature by means of artistic words, music, and paintings. Introduce children to the new raw monotium technique. Continue to teach children to reflect the features of the depicted object using various non-traditional visual techniques. Develop a sense of composition, improve the ability to work in different techniques.
November
	"Birds" « Gorodets painting. Bird." "Owl and Titmouse" "Sparrows" "Bullfinches and tits"	"finger painting", "print by hand", "signets" tamponing + application with cotton "drawing on wet paper" "stamps"	To acquaint with the color of Gorodets painting. Develop a sense of composition. Continue to improve the ability to draw birds with your hand. Develop the ability to use seals when decorating an image. To teach children to create the integrity of an object from individual parts, using existing skills: cutting and gluing. Fix the technique of creating an image on a plane and in a semi-volume with cotton balls. Develop fine motor skills. Continue to teach children the technique of drawing on raw paper. To consolidate the ability to beautifully place images on a sheet. Develop compositional skills. Continue to improve the ability to draw bullfinches and tits using stamps. Improve the technique of drawing with gouache paints. Develop aesthetic perception.
December
	"Animals" "Horse in the Meadow" "Fox-sister" "Animals of the North" "Camel in the Desert"	"painting with foam" "stencil" "tamponing" "stencil", application with cotton balls "spray", "stencil"	To teach children to compose a composition with the figure of the Gorodetsky horse. Continue to teach children to decorate the image in a poke way. To develop the ability to create an expressive image. To teach how to press a foam rubber swab against an ink pad and apply an imprint on paper using a stencil, changing color. Develop imagination, creative activity in the selection of additional elements. Continue to master the method of creating a familiar image with cotton balls on a horizontal plane. To consolidate the skills of drawing with gouache, the ability to mix paint on a palette. Experience a sense of satisfaction from a well-made craft. Continue to teach children the technique of spraying. Strengthen drawing skills with a stencil. Expand children's understanding of the desert. To educate children's interest in the nature of different climatic zones.
January
	"Snow Maiden and Santa Claus" "Kind eyes of my grandmother" "Nenets doll"	"plasticine painting" « finger painting”, “wax crayon” "scratch"	Introduce children to the new technique of "plasticine painting". Learn to portray multiple characters. Develop the ability to reflect your impressions of the New Year holiday. To consolidate the ability to use various materials for a more accurate embodiment of the image. To develop the ability to convey the external similarity of a person, his character, mood, age. Cultivate independence in the use of visual techniques. Introduce children to the new drawing technique "scratch". Continue to teach children to press harder on the visual tool, as required by the proposed technique. Develop fine motor skills.
February
	"Fairy tales" « Fairy bird" "Teremok" "The Snow Queen" "Cat, Rooster and Fox"	"print by hand" "stencil" wet watercolor + wax crayons "printing by hand", "printing with the side of the palm", "tamponing"	Improve hand drawing skills. To consolidate in children the ability to mix paint on a palette. Develop imagination, fantasy. Continue to teach children to work in technology - a stencil. Encourage the children to introduce objects for the image in accordance with the theme and intent. Develop the ability to create fabulous buildings, conveying the features of their structure. Teach children the technique of drawing with wax crayons and watercolor. To teach children to convey the image of a fairy-tale palace. Develop a sense of composition. To consolidate in children the ability to convey the plot of a fairy tale using familiar non-traditional drawing techniques. Develop creativity and imagination. Develop the desire to do the job beautifully.
March
	"Flowers" « Lilac" "Indoor Flowers" "Colorful flower" "Bouquet of chrysanthemums"	"poke drawing" "foam rubber drawing", "stencil" "colour mixing" "blotography", "spray"	To consolidate the ability to draw a lilac branch using a poke method. Develop a sense of composition and rhythm. To cultivate an aesthetic and moral attitude towards nature through the image of its image in one's own work. Continue to learn how to print on paper using a foam swab and stencil, changing color. Develop an aesthetic perception of the world around. Encourage children's creativity, initiative. Expand knowledge of colors by introducing new shades, mastering ways to obtain them. To fix the skill of painting inside the contour. Develop sensory-emotional perception of the world around. To improve the skills of working in the technique of blotography. Encourage children to bring objects for the image in accordance with the theme and intent. Develop children's creative imagination.
April
	"Toys" « Space rocket. Cosmonautics Day» « Merry nesting dolls» "Cars in the Parking Lot" "Teddy bear"	"scratch" "scratch" "scratch" "painting with foam rubber"	To form the ability to obtain a clear outline of the object being drawn. Learn to create a composition of the starry sky. Develop aesthetic sense. Continue to acquaint children with the "grattage" technique. To teach children to highlight bright, elegant color, pattern composition. Raise children to folk traditions, showing folk art inseparably from oral folk art. To consolidate the ability to convey in the drawing the characteristic features of the subject using the "scratch" technique. Continue learning how to compose a drawing. Develop a sense of rhythm. Strengthen the ability to draw with foam rubber. Encourage to convey in the drawing the image of a familiar toy. To consolidate the ability to depict the shape of parts, their size, location and color. Develop children's creative imagination.
	"Mysteries of the Watercolor" "Underwater Kingdom" "Space City" "Castles in the air" « Here comes the summer"	“Drawing on a raw” + wax crayons, “splash”, etc. "drawing with a candle", "spray", etc. "wet drawing", "scratching", "poke drawing" "print by hand"	To consolidate children's knowledge and skills in using non-traditional drawing techniques. Continue to develop the children's creative imagination, fantasy, thinking. To cultivate the ability to listen to the answers of comrades, not to interrupt each other; choose the way of the image, desired material. Finish what you started. Improve skills and abilities in free experimentation with materials necessary for working in non-traditional techniques. Develop imagination and creativity. Develop the ability to independently position the image on a sheet of paper. Cause an emotional attitude to the image. To consolidate the ability to use non-traditional drawing techniques with a poke, in a raw way, scratching. Develop a sense of composition and rhythm. Develop children's imagination, interest in the results of drawing. Understand drawing as a means of conveying impressions. Improve the ability to make prints with palms and finish them to a certain image. To consolidate the ability to think over the location of the picture on the sheet. Develop imagination and creativity.
"Exhibition of drawings of children of this group"

2.4. Perspective plan of work of the fourth year of study (preparatory group for school)

	Topic of the lesson	Unconventional Techniques	Program content
September
	"Vegetables fruits" « Vegetables and fruits-heroes of the fairy tale "Chippolino" "Gifts of Autumn" "Still life with watermelon" "Fruits"	"mixing colors", "drawing on crumpled paper" "monotype" "stencil", "poke drawing" "drawing on raw", "monotype"	Continue to teach children to mix colors on the palette. Introduce children to the new technique of drawing on crumpled paper. Develop figurative perception, a sense of color. Improve the technique of drawing "monotype". Continue to teach children to choose colors to convey a still life. Continue to develop fine motor skills of the hands. Continue to introduce children to the genre of still life. To offer children, based on impressions, knowledge, skills, to depict a still life with a watermelon using the stencil and poke technique. Continue to improve the technique on the raw with reflection. Learn to determine the place of objects in a still life, to convey the characteristic features of objects. Develop a sense of composition.
October
	"Trees" « Rowan branch in a vase» "Birch" "Tree in Wind and Rain" "Herringbone fluffy"	"finger painting" "candle painting" Candle painting combined with watercolor “drawing with crumpled paper”, “poking with a hard semi-dry brush” and wax crayons.	To develop the ability to plan the location of individual objects on a plane, using non-traditional techniques. To improve the ability to convey in the drawing the characteristic features of mountain ash. Develop creativity, imagination when choosing visual material. Improve skills in the technique of "drawing candles". To teach children to convey in the drawing the characteristic features of a birch. Cultivate emotional responsiveness to the beauty of autumn. Continue to acquaint children with the technique of "drawing candles", combine with watercolors. To teach children to depict various images of trees in the fall. Develop children's imagination when choosing visual material and composing a composition. Learn to depict trees by drawing with crumpled paper, a hard brush, and crayons. Continue to teach children how to use a hard brush. Develop the desire to complement your drawing, make images of any small objects.
November
	"Birds" "Bullfinches on the branches" "Night Owl" "Doves" "Sparrows on the Roof"	"poke", "spray" "drawing with a candle", "stencil", "drawing with cotton swabs" "scratch" "stencil"	Improve drawing skills using the “poke” and spray method. Develop the ability to independently create a composition. Strengthen drawing skills with a stencil and cotton swabs. Continue to teach children how to draw candles. Develop fine motor skills. Continue to improve the technique of scratching. To form the ability to get a clear outline of the objects being drawn by pressing harder on the visual tool. Develop compositional and spatial perception. Improve the skills of non-traditional techniques - stencil. To cultivate interest in nature, the desire to reflect impressions in visual activity.
December
	"Animals" "Fluffy Baby Animals" "Fluffy Dog" "Animals of hot countries" "Deer in the winter forest"	"drawing with foam rubber", "poking with a hard semi-dry brush" "poke with a hard semi-dry brush" “drawing with a poke”, “finger painting”, “blotography”, “splashing. “poking with a hard semi-dry brush”, “painting with foam rubber”	To teach children to depict a fluffy animal in any pose or movement. Continue to teach children to use different types of material when depicting wool: foam rubber, tube. Develop creative imagination. Continue to teach children to draw pets with different materials on the background, conveying the texture of the animal's fur, with a poke of a semi-dry brush. Improve the ability to compose, including familiar images, varying their size. Develop creative activity. Teach children to think about the content of the picture, draw all over the sheet. Improve the technique of drawing with fingers, “blotography”, poke, spray. Develop curiosity. Improve your animal drawing skills using non-traditional drawing techniques. Continue to learn, independently choose the technique of drawing. Develop a sense of color and composition.
January
	"Human" "This is my mom" "Olympic champions" "Sledgers"	"Wax crayons + watercolor", etc. "drawing on plastic film", "finger painting" "Printing in color soap bubbles", "wax crayons"	Improve skills and abilities in free experimentation with non-traditional materials and techniques. To consolidate the ability to independently choose the technique for performing a portrait of mother. To consolidate the ability to depict a person in motion using the "finger painting" technique. Cultivate the desire to play sports. To introduce the new technique of "printing with colored soap bubbles" to create a background. Develop the ability to arrange figures on a sheet in accordance with the intended plot. To consolidate the ability to depict a person in motion.
February
	"Fairy tales" « Fox and Crane» "Lanterns in the City of Snowmen" "The Snow Queen" "Mistress Metelitsa"	"drawing on wet paper", "mixing colors" "candle + watercolor"	Strengthen the skills of drawing "on raw". To consolidate the ability to mix paint on the palette. Develop perseverance in children. Introduce children to the new batik technique. Teach children to draw on fabric. Form an aesthetic taste. Continue to acquaint children with the batik technique. To develop in children a sense of color perception. Raise interest in winter natural phenomena. To teach children to invent and depict frosty patterns on their own by drawing a candle in combination with watercolor. Develop imagination, fantasy. Develop fine motor skills.
March
	"Flowers" "Flowers in a vase" "Dahlias" "Sunflowers"	"scratch" "blotography" "scratch"	Improve the technique of drawing "grattage". Continue to develop a sense of composition and rhythm. Develop sensory-emotional perception of the world around. To consolidate the methods of work in the technique of blotography. Continue to teach children to convey in the work the characteristic features of the appearance of different colors. Contribute to the expansion of knowledge about the diversity of the plant world. Continue to improve the imaging technique - scratching. Improve the techniques of working with the sharp edge of the stick. To cultivate confidence, initiative in the experimental development of new artistic materials and ways of working with them. Continue to teach children the skills of drawing with the batik technique. Continue to teach children to draw on fabric using gouache. Fix the idea of appearance flower.
April
	"Toys" « Cheerful little men» "Hedgehog in the Fog" "Baba Yaga and the goblin" "Semyonov matryoshkas"	"plasticineography", "scratching with a stick" "plugging", "spraying" "drawing with wooden and cotton swabs" "finger painting", "impression with stamps, seals".	Continue to acquaint children with the technique of "plasticineography". To fix and complicate the way of depicting a human figure. Continue to acquaint children with the ornaments of the peoples of the north. To educate children in accuracy in work. Improve the skills of depicting a fairy-tale character by performing work in the technique of plugging and spraying. Strengthen children's knowledge of colors. Develop eye, fine motor skills of hands. To teach children to depict with a wooden and cotton buds, ways of action and relationships of characters. Develop a sense of composition. Develop interest in folk art. To teach children to see and convey in the drawing the characteristic features of the shapes of objects. Continue to teach children to use drawing techniques: “finger painting”, print stamps, seals. Develop independence and creativity.
	"Mysteries of the Watercolor" "Space Landscape" "Happy Victory Day!" "Favorite City" "KVN on visual activity"	"batik", "grattage", "blotography" "grattage" or "blotography", etc. "wax crayons + watercolor", etc. Miscellaneous techniques	Improve the skills and abilities to select material that matches the technique of non-traditional drawing. Continue to teach children to create a multifaceted plot composition. To consolidate the knowledge of children about various drawing techniques: batik, scratching, blotography. Develop children's imagination and imagination. Develop fine motor skills. Continue to teach children how to draw a festive salute using the gratage or blot technique. Continue to improve children's skills in choosing the materials necessary for drawing: watercolor, wax crayons, gouache, tubes, sticks, etc. Continue to cultivate patriotic feelings. Show the beauty of your hometown. Pay attention to the variety of colors and shades. Improve technical skills in drawing with non-traditional techniques. Develop observation. Develop, improve, consolidate the acquired skills and abilities of non-traditional drawing techniques. To expand the knowledge of children about the types and genres of fine arts. To consolidate the knowledge of children about the ornaments of the peoples of the north. To educate children's artistic perception of works of art. To bring joy and self-confidence to children through entertaining leisure time dedicated to the fine arts.
"Exhibition of drawings of children of this group"

3. Mechanism for tracking the quality of additional educational program

The program "Watercolor" has developed a mechanism for diagnosing the quality of the educational process, which allows you to track the level of mastery of the theoretical and practical parts of the program by students, the dynamics of the growth of knowledge, skills and abilities. For this purpose, the diagnostic technique of N.R. adapted to the tasks of our program is used. Volegova (Methodological development of non-traditional techniques of visual activity as a way of developing preschool children).

Levels of development of artistic abilities of preschool children

Sections	Development levels
	Average	High
Material Handling Technique	Children are familiar with the necessary skills of non-traditional drawing techniques and are able to use non-traditional materials and tools, but they need a little help.	Independently use non-traditional materials and tools. Possess the skills of non-traditional drawing techniques and apply them. Operate with subject terms.
Subject and plot image	They convey general, typical, characteristic features of objects and phenomena. Use means of expression. Possesses visual-figurative thinking. When using the skills of non-traditional drawing techniques, the result is of insufficient quality.	Able to convey a simple plot, combining several objects in a drawing, placing them on a sheet in accordance with the content of the plot. Skillfully conveys the location of parts when drawing complex objects and correlates them in size. Applies all knowledge in independent creative activity. Developed artistic perception and imagination. When using the skills of non-traditional drawing techniques, the result is of high quality. Show independence, initiative and creativity.
decorative activity	There are different types of decorative arts. They know how to decorate objects with the simplest ornaments and patterns using unconventional drawing techniques.	Skillfully apply the acquired knowledge of decorative art. They decorate the silhouettes of toys with elements of Dymkovo, Filimonov painting, etc., ornaments of the peoples of the North using non-traditional materials using non-traditional drawing techniques. They know how to decorate voluminous objects with various techniques.

Diagnosis is carried out twice a year: at the beginning school year(primary - September-October) and at the end of the academic year (final - May). The survey results are recorded in the developed matrix table.

Name of the child	Work technique with materials		Subject and plot image		decorative activity

The following designation is used in the diagnostic table: high level - IN, average - WITH, short - N.

Based on the data obtained, conclusions are drawn, a work strategy is built, strengths and weaknesses are identified, a technology is developed to achieve the expected result, forms and ways to eliminate shortcomings.

Conclusion

The use of non-traditional drawing techniques stimulates the artistic and creative development of preschool children, positively affects the development of their abilities, skills and abilities.

Taking into account the individual characteristics, the development of the creative abilities of children, the teacher provides an opportunity to actively, independently express themselves and experience the joy of creativity. Easily and naturally, preschoolers use all non-traditional techniques, developing imagination, color perception. The problems of the development of mental cognitive processes are also solved: perception, imagination, thinking, attention, memory and speech. Various technologies contribute to the development of small muscles of the fingers, the eye, and coordination of movements. Non-traditional techniques of visual activity are a kind of games with various materials. In such a game, children master the amount of knowledge, skills and abilities that are inaccessible to them in ordinary classes. Therefore, non-traditional techniques must be used for the full development of children. Children develop the ability to navigate on a sheet of paper. Children gain knowledge about the properties of materials and how to work with them, with the help of which the children develop a cognitive interest. Non-traditional drawing techniques contribute to the development of interest in folk culture, arts and crafts, and ornaments of the peoples of the North.

Non-traditional drawing techniques help to feel free, to see and convey on paper what is more difficult to do with conventional means. And most importantly, they give children the opportunity to be surprised and enjoy the world. After all, every discovery of something new, unusual brings joy, gives a new impetus to creativity.

Artistic and creative activity performs a therapeutic function, distracts children from sad events, insults, causes a joyful, high spirits, and provides a positive emotional state for each child.

Thus, it can be said that all of the listed technologies used in the development of visual activity of children in the framework of the implementation of the additional general developmental program for visual activity "Watercolor", without being inherently new, acquire a new sound and relevance today, all of them are health-saving, and visual activity, which is based on the use of innovative methods, traditional and non-traditional techniques, techniques and technologies, has a positive impact on the health of the child.

Literature

1. Averyanova A.P. Visual activity in kindergarten. - M .: Moscow-Sintez; M.: TC Sphere, 2003. - 96s.; ill.
2. Davydova G.N. Non-traditional drawing techniques in kindergarten. Part 1. - M .: "Publishing house Scriptorium 2003", 2008. - 80 p.
3. Davydova G.N. Non-traditional drawing techniques in kindergarten. Part 2. - M .: "Publishing house Scriptorium 2003", 2008. - 72 p.
4. Komarova T.S. Visual activity in kindergarten. - M .: Mosaic-Synthesis, 2008.- 192 pp.: color incl.
5. Lykova I.A. Visual activity in kindergarten: planning, class notes, guidelines. Middle group. - M .: "KARAPUZ-DIDAKTIKA", 2008. -144 p., 16 p. incl.
6. Nikitina A.V. Non-traditional drawing techniques in kindergarten. Planning, class notes: A guide for educators and concerned parents. - St. Petersburg: KARO, 2008. - 96 p. + 16 s. col. incl.
7. Pastukhova G.V. Non-traditional drawing techniques in kindergarten. (Part 1 and 2). Publishing house "Center for Childhood Problems", 1996.
8. Drawing with preschool children: Non-traditional techniques, lesson scenarios, planning / Ed. R.G. Kazakova. M.: Sfera, 2004.
9. Shkidskaya I.O. Plasticine applications. - Rostov n / D: Phoenix, 2008. - 87 p.

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"Certificate of publication in the media" Series A No. 0004473

We invite teachers of preschool education in the Tyumen region, YaNAO and Khanty-Mansi Autonomous Okrug-Yugra to publish their methodological material:
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Logvinyuk Grigory Mikhailovich
Job title: teacher
Educational institution: MBUDO "DSHI Vyborg"
Locality: Vyborg, Leningrad region
Material name: DOP artistic orientation "Fine Arts" for teaching children in the preparatory group to prepare for the educational process
Subject: Fine Arts Program for Preschoolers
Publication date: 07.12.2016
Chapter: additional education

MUNICIPAL BUDGET INSTITUTION

ADDITIONAL EDUCATION

"CHILDREN'S SCHOOL OF ARTS IN VYBORG"
Additional general developmental program of artistic orientation "Fine Arts" for teaching children in the preparatory group to prepare for the educational process Implementation period: 1 year Age of students: 5 - 7 years
Developed by: teacher Logvinyuk Grigory Mikhailovich
Adopted Approved at a meeting of the pedagogical MBUDO "DSHI of Vyborg" Council of the MBUDO "DSHI of Vyborg" Order No. _______ dated "__" ____201_g. No. __ of "___" _______ 201____ Director _____________ Shishkina E. S. Vyborg 2016

1. EXPLANATORY NOTE
The Children's Art School, as a municipal budgetary institution of additional education, is designed to meet the educational needs of citizens, society and the state in the field of art education and aesthetic education. The current stage of development of the system of additional education is distinguished by increased attention to the problem of improving the quality of additional education for schoolchildren, and, consequently, the definition of new approaches in the development of educational programs, the identification of strategies and directions for their innovative development. An additional general developmental program of artistic orientation "Fine Arts" for teaching children in the preparatory group to prepare for the educational process at school (hereinafter referred to as the "Preparatory" program) consists of a holistic series of components that are mutually interconnected, and thus represents an integral educational system . The dominant pedagogical setting in this program is the focus on the needs and interests of students, their individual personal characteristics and capabilities. The "Preparatory" program is aimed at ensuring the holistic artistic and aesthetic development of the individual and the acquisition of artistic, performing and theoretical knowledge, skills and abilities in the process of mastering the subjects. The main objectives of the program are:  identification of gifted children in the field of fine arts and theatrical activities in early childhood;  creation of conditions for art education, aesthetic education, spiritual and moral development of children;  the acquisition of knowledge, skills and abilities by children in the performance of paintings;  development basic knowledge and theater performance skills;  acquisition of experience of creative activity by children;  mastering the spiritual and cultural values ​​of the peoples of the world;  preparation of gifted children for admission to educational institutions that implement pre-professional educational programs in the field of fine arts and theatrical activity. The duration of the program is 1 year. The program is designed for teaching children aged 5 to 7 years. When applying for training under this program, children are selected in order to identify their creative abilities. The selection of children is carried out in the form of an interview, which allows to determine the presence of a craving for artistic and performing activities. Additionally, applicants can submit their own work of art. When implementing the "Preparatory" program with a training period of 1 year, the total volume of the classroom load of the mandatory part is 288 hours, for academic
subjects: Fine arts - 164 hours, Theater games - 124 hours. The classroom load in all subjects of the curriculum is 9 hours per week.

SYLLABUS
according to the additional general developmental program of artistic orientation "Fine Arts" for teaching children in the preparatory group to prepare for the educational process 4 Number of weeks of classroom studies 32 1 2 3 4 5 6 7 8
Fine

art
By semester Visual arts 164 2 6 6 5 3 Theater games 124 2 3 3 4 6 Total classroom load 288 9 9 9 9

Training program

"Fine Arts"

Explanatory note
The program "Fine Arts" solves the problems of art education and upbringing of the younger generation, that is, it considers education and upbringing as a single process, reveals the nature of teaching fine arts at the school of arts as a complex process of forming a spiritual culture among students, mastering the basics of artistic literacy. Cognitive and creative activity should be developed from early childhood. All children love to draw: they take up pencils and paints even when no one encourages them to do so, and actively express their immediacy of perception of the world. At a younger age, it is necessary: ​​- to "introduce" children to art, to instill a keen interest and love for it, to give the initial skills of perceiving works of art; - to form a moral, aesthetic attitude of children to objects and phenomena of the surrounding reality; - to give students the basics of visual literacy, to develop artistic taste, creativity in visual activity. Therefore, in the first years of teaching children in the preparatory group, the study of composition, drawing, painting and modeling is combined with the subject "Fine Arts" further "Fine Arts". The program is designed for 1 year of study. The maximum teaching load is 164 hours. The form of conducting training sessions is group. Number of lessons per week: 1.2 quarters - 6 hours, 3rd quarter - 5 hours, 4th quarter - 3 hours. The number of weeks of classroom studies is 32. The age of children is from 5 to 7 years. The main form of classroom activities is the lesson. The educational process includes various teaching methods: 1) reproductive (reproducing) 2) illustrative (the explanation is accompanied by a demonstration of visual material) 3) problematic (the teacher poses a problem and, together with the children, looks for ways to solve it) 4) partially search (heuristic). Program materials are selected in such a way as to maintain a constant interest in classes for all children, taking into account their age characteristics, with a gradual complication of tasks in terms of content and performance technique as they acquire knowledge, skills and abilities, and also taking into account interdisciplinary connections with another subject of the program ( theatrical performances). The program also provides for connection with other types of art - poetry, music. Many types of tasks in the program are interconnected and are carried out during the academic year, taking into account the peculiarities of the seasons, calendar dates, and the interests of students.
It should be borne in mind that younger children especially like to engage in composition (composing fairy tales, fantasizing). But for the realization of a compositional idea, knowledge, skills and abilities in drawing and painting are necessary, and it is also necessary for children to gradually turn to nature, to observations of wildlife, objects and phenomena of the surrounding reality, and it is from it that they draw plots and images for their compositions. All this is reflected in the program. The program is based on the thematic principle of planning. The thematic plan does not have strict regulations and can be adjusted, supplemented or changed depending on the individual characteristics of students, the speed of mastering the educational material and the level of groups, as well as in connection with social events and the life of the school (for example, participation in competitions for various socially significant Topics).

Educational and thematic planning.
No. p.p. Name of the task Number of hours 1. Introductory conversation: Acquaintance Acquaintance of children with the subject that will be taught to them. Getting to know the teacher. 2 2. Composition “Autumn”, “Autumn Forest”, “Falling Leaves”, based on the poetic lines “The trees are dressed in a crimson dress ...”, “A sad time, eyes of charm ...” 6 3. An introductory conversation about color and colors. Rainbow, "
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azan. 3 4. Rainbow. Flower - seven-flower. 6 5. Natural forms (on the example of vegetables, leaves, flowers) Children look at vegetables, leaves, etc., recognize the shapes - oval, circle, trapezoid, triangle. We draw a conditional still life of three figures (vegetables, leaves, twigs, flowers) in color. 9 6. Sculpting Let's remember the shapes of vegetables. We make a plate with vegetables 4 7. Sky, rain, clouds. We draw on the wet, the sky with clouds, we develop confidence when working with paint, a wide brush. 9 8. Drawing An exercise in drawing straight and curved lines. 4 9. Draw a fairy tale teremok different fairy tales it is depicted in different ways, the teremok that is most familiar, or the one that the child himself represents, the characters who surround him and live in him. 9 10. Autumn leaves Before each child, a sheet from any tree, the child draws it in the center of the sheet and paints it with transitions from one color to another. 6 11. Drawing Shape square, rectangle. We look around and recognize the rectangular shapes in the surrounding objects. 6 12. Modeling. The fairy tale "Teremok" the heroes of the fairy tale in household items and clothes. 12 13. Autumn trees Drawing trees with foliage different color. We develop a vision of color and its difference in different trees. 6 14. Sculpting Let's sculpt a fairy tale character or two from our favorite fairy tale so that it is recognizable. 6
15. Drawing "Mug on a light background." 6 16. Horizon Objects that are closer or further away from the horizon. Above or below. 6 17. Far forest Let's remember the lesson about the horizon. We draw the distant forest, the sky and the foreground in color. 4 18. Application Torn applique. The sheet is divided into three parts: Sky, distant forest, foreground. And sealed with torn colored pieces of paper. 4 19. Excursion Hall "nature of the region" of the Vyborg Museum of Local Lore. 4 20. Winter The state of nature Poems of poets about winter, composition "Winter" 6 21. First snow We draw the composition of the first snow. 4 22. Bullfinches We draw a bullfinch on a branch in color. 4 23. Christmas story Let's remember the Christmas story and draw the composition "Christmas". 6 24. Application "Winter" with the help of cotton wool on cardboard we depict a tree with snow and a nearby snowman. 4 25. Nativity scene. Chrismas story. We sculpt a cave and the heroes of the den. 9 26. Spring State of nature. Spring colors. Spring composition. 7 27. Theatrical model We make a theatrical model in a shoebox. 9 28. Summing up. Preparing for the exhibition. 3

Item content
Task 1. Introductory conversation Goals and objectives: - Acquaintance with the teacher. - acquaintance with various types of fine arts, - determining the role of an artist in the modern world, what an artist should be, how to become an artist: one must learn not only to draw, but first of all to be able to be silent in order to hear (teachers, sounds of nature ...), look and see , feel (“Only the heart is vigilant, you won’t see the most important thing with your eyes,” - A. de S. Exupery), - the definition of tasks that will be solved during the lessons: viewing drawings, crafts. Preparing for classes. Task 2. The composition “Autumn”, “Autumn Forest”, “Leaf Fall”, based on the poetic lines “The trees are dressed in a crimson outfit ...”, “A dull time, eyes of charm ...”. Goals and objectives: - development of figurative thinking, - acquaintance with the richness of colors in nature and with the variety of shades of the same color based on observations of the surrounding reality. Material: watercolor, gouache. Task 3. Introductory conversation about color and paints. Goals and objectives: - to give an idea of ​​color, its meaning in our life (color is one of the signs of objects we see, it can sculpt the shape of an object, depict the beauty of the world around us, express feelings, mood, a certain emotional state .. Color is the main language of painting ); - conversation with viewing paintings by artists: - explain the difference between the concepts of "color" and "paint"; - acquaintance with paints and the rules of working with a brush, in order to arrange paints in a box, what paints are (watercolor, gouache, etc.); - practical work: draw each of your own colors, remember the names of colors; - education of attention and ability to listen. Task 4. Rainbow. Flower - seven-flower. Goals and objectives: 1) draw a composition based on the fairy tale "Semi-flower" and a rainbow using three primary colors; 2) familiarity with the color spectrum; 3) primary and secondary colors; 4) the study of the method of pouring one color into another to obtain a new color; 5) education of an emotional attitude to natural phenomena. Material: watercolor.
Task 5. Sketches of natural forms (vegetables, flowers, leaves, twigs). Goals and objectives: - the study of the diversity of natural forms, - the cultivation of the skill of careful examination and detailed depiction of objects. Material: graphite pencil with colored pencils. Task 6. Modeling fruits and vegetables (3-4 subjects) Purpose: mastering the basic modeling techniques, shape and volume. Tasks: 1) determine the need to respect the proportions and shape of objects in a conditional (reduced and limited in time) image from nature. 2) demonstrate the technique of modeling from a whole piece of plasticine. Material: plasticine. Task 7. The sky is rain and clouds. Goals and objectives: 1) draw a landscape of some state in nature; 2) show the variability of the color of the sky depending on the weather, time of day or lighting, season, convey the difference between the northern and southern skies, notice that at the same time in different places the sky can be of different colors (sunset or sunrise in the pictures artists); 3) pay attention to how the color of the earth, grass, trees, etc. changes depending on the color of the sky, how the color of the sky affects our mood; 4) showing reproductions and talking about paintings by artists; 5) practical work. Medium: watercolor in the technique of "wet". Task 8. An exercise in drawing straight and curved lines. Sketches and sketches of everyday objects located at eye level and having a different silhouette and size. Goals and objectives: - to give the concept of "sketch" and "sketch", drawing techniques (stroke, line, spot), - development of motor skills of the hand, possession of a pencil. Material: pencil. Task 9. Composition "Teremok". Fairy tale composition. What teremok? To give an idea of ​​the various objects that could serve as a teremkom for animals. What are the animals doing? They populate the teremok, meet guests, defend themselves from the enemy, do housework. Goals and objectives: - development of fantasy, - filling the sheet, highlighting the main characters (hedgehog, hare, rooster, mouse ...). What action is happening: the connection between the characters, attention to detail in the composition, subordination to their main.
- using color to convey the character of the images of autumn or summer. Material: watercolor, gouache. Task 10. Drawing from life autumn leaves. Goals and objectives: draw from nature several leaves of different tree species, different in color; convey the local color, see the variety of shades of the same color; exercises in fillings, mixing colors by pouring one color into another; education of an emotional attitude to reality. Material: watercolor. Task 11. Composition "Square city" Goals and objectives: - See familiar geometric shapes (square, rectangle, triangle) in the environment. - development of fantasy Material Pencil, colored pencils, felt-tip pens, wax crayons. Task 12. Compositional work. Modeling according to the presentation: The fairy tale "Teremok" (modeling of a group of animals), portraits of fairy-tale characters. Purpose: development of figurative thinking. Tasks: 1) determination of the characteristics of the imaginary; 2) the ability to compare reality and fiction; 3) development of image plasticity. Material: plasticine. Task 13. Autumn trees Goals and objectives: - Draw trees with leaves of different colors. - We develop a vision of color and its difference in different trees. - we are trying to capture the state of nature (Gloomy autumn, "Golden" autumn.) Material: Pencil, watercolor, gouache. Task 14. We sculpt a fairy-tale hero or two from our favorite fairy tale so that it is recognizable. One-figure or two-figure composition according to your own design, on the theme of your favorite fairy tale. Purpose: application of acquired skills and ideas to one's own interests. Tasks: 1) to mold a composition that is harmonious in proportion; 2) achieve tectonic balance; 3) achieve an expressive form from all points of view. 4) recognizability of a fairy tale. Material: plasticine.
Task 15. Drawing a mug on a light background. Goals and objectives: - to learn to see the object in the sheet. (Compose) - the symmetry of the object (Mugs) - Learn to see nature and reliably transfer it to paper. Materials: Pencil Task 16. Horizon Objects that are closer or further relative to the horizon. Above or below. Goals and objectives: - We define the concept of "horizon line" - The location of objects relative to the horizon line (closer or farther) and the ratio of their sizes. - Above or below the horizon line. (on the example of a ball that “flies” if it is drawn above the horizon, and will lie on the ground if it is lower. - a practical task. Materials: Pencil Task 17. Far forest Goals and objectives: - Remember the lesson, about the horizon. Draw a distant forest, the sky and the foreground in color. - "Rule of the palm" - "You can not draw objects (trees, houses, ...) from the very edge of the sheet. Put your palm horizontally to the edge of the sheet and start drawing from this place. "Materials: Pencil, watercolor, gouache Task 18. Application - “Torn application". The sheet is divided into three parts: the sky, the distant forest, the foreground. And it is sealed with torn colored pieces of paper. Goals and objectives: - Remember the horizon line, and the task "Sky, rain and clouds" - using a different material and a different technique, repeat the material already covered.Materials: Paper, colored paper, PVA glue Task 19. Excursion Hall "nature of the region" of the Vyborg Museum of Local Lore.Goals and objectives: -Introduce children to the nature of the region, instill love and respect for nature - find out what animals and birds inhabit our region. Task 20. Winter Materials: Pencil, gouache Task 21. First snow. Materials: Pencil, watercolor, gouache Task 22. Bullfinches We draw a bullfinch on a branch in color. Materials: Pencil, gouache. Goals and objectives of 3 tasks: 1) to give an idea of ​​cold and warm groups of colors, colors;
2) convey the change in color depending on the lighting, the sunny and cloudy state in nature, the nature of the color image of the winter season; 3) mood transfer: sadness, joy, lyricism, solemnity, gloom; 4) development of work skills and development of working techniques in watercolor, gouache; 5) development of visual memory and imagination; 6) fostering love for native nature, an aesthetic attitude to phenomena in nature. Task 23. Christmas story We remember the Christmas story and draw the composition "Christmas". Goals and objectives: - to acquaint children with history, which was addressed by a huge number of artists. - Look at the work of different artists and styles of depicting a given story, compare and show how time leaves its imprints on the same story. - after carefully listening to the story, determine the details that really took place. - practical task. Materials: Pencil, watercolor, gouache. Task 24. Application "Winter" with the help of cotton wool on cardboard we depict a tree with snow and a nearby snowman. Goals and objectives: - Using different materials to make a three-dimensional, spatial composition. Materials: Paper, cotton wool, pieces of multi-colored matter, PVA glue, colored paper and cardboard. Task 25. Christmas nativity scene. Chrismas story. We sculpt a cave and the heroes of the den. Creation of a simple composition on the theme of Christmas Purpose: development of compositional thinking. Tasks: - to be able to characterize the image with plastic movement; - learn to find compositional connections between characters, - develop skills in sculpting a multi-figured composition. Material: plasticine Task 26. Spring The state of nature. Spring colors. Spring composition. "Spring Tale", "The Birds Have Arrived", "Spring Land with the Image of the Spring Sky", "Running of Spring Streams", "Blossoming Apple Orchard". Goals and objectives: - conveying images of spring with the help of color, the rhythm of lines (running streams), spots (flying birds, clouds), - using different color schemes. Materials: Watercolor, gouache. Task 27. Theatrical model We make a theatrical model in a shoe box.
“Volumetric and decorative works. Doll ” Purpose: making dolls - characters of a fairy tale and combining them with the environment into a single composition. Tasks: 1) creating images of fairy-tale characters; 2) development of creative imagination, skills of working with different materials; 3) the development of spatial representations: the unification of characters by the environment, the implementation of three-dimensional details of the environment (interior, exterior); 4) development of ingenuity and design skills; 5) education of industriousness, purposefulness, teamwork skills. Making dolls - the characters of a fairy tale and combining them with the environment into a single composition, for example: "Fly-Cinderella", "Lefty", "Kalevala", "Cinderella", "Forest People". Collective work. Creating a doll on a frame, head - hands - from papier-mâché. Materials: wire, scraps of fabrics, threads, beads, lace, braid, paper, cardboard, glue, plasticine, scissors, pliers, samples of children's work (dolls, spatial compositions). Task 28. Summing up. Preparation for the exhibition selection of the best works.
Requirements for the level of training

The content of the program of the subject "Fine Arts" ensures the artistic and aesthetic development of the individual and the acquisition of theoretical and artistically performing knowledge, skills and abilities. As a result of studying "Fine Arts", the student should know / understand: - about the artist's activity (what an artist can depict - objects, people, events; with what materials the artist depicts - paper, canvas, cardboard, pencil, brush, paints); - the main types and genres of fine arts; - know and be able to draw lines of various shapes (straight, rounded, curved, wavy), a variety of strokes, strokes, all kinds of color spots; - three primary colors (blue, red, yellow) and methods for obtaining green, orange and violet based on them; chromatic and achromatic colors, warm and cold color groups; - know about the emotional and semantic meaning of color and use the emotional expressiveness of color in conveying content; - understand professional terms: contour, spot, nature, dark-light, object structure, tone, light, shadow, own and falling shadows, drawing from nature, from memory, from imagination, sketch, sketch, form, proportions, artist, illustration , palette, composition, line, silhouette, symmetry-asymmetry, watercolor, gouache, easel, tablet, horizon line. Be able to: - correctly hold and use a pencil, brush, palette, paper, paints; use different pressure of the pencil, dilution of paint with water (in gouache - with whitewash); - mix paints, achieving the desired color; - cover large surfaces with color (one-time and multi-layer coating); - be able to distinguish and convey in the drawings the local color of objects; - have an initial concept of color, bright, delicate, sharp and soft color combinations; - be able to carefully and in detail consider and understand the structure of the object, the features of its color, shape; - be able to independently choose the size and position of the image on the sheet, arrange the image on sheets of different formats; - to see and, if possible, accurately convey the proportions, general contour, position, structure of the object and the plan; - overcome excessive emptiness or tightness in the work, place objects in the drawing in different positions: vertically (standing), horizontally (lying), obliquely (falling), while maintaining their relative position (next to, above, below ...); - convey depth in space by placing nearby objects below, and distant ones above on the plane of the sheet; - know basic information about the structure of the human figure and his face; convey the general nature of the movement of the figure, convey the most characteristic in it (thick, thin); - be able to express in a drawing and in words their feelings from the perception of beauty in reality and in the images of art of its parts, its color; constantly refine the image of the object in the process of drawing by comparing objects and their parts with each other, as well as checking for similarity between the object and the image;
- depict, observe, remember how objects look and how they are placed in nature, and try to use this in drawings on themes; - to overcome the tendencies towards a small image, to be able to compose a large image on a sheet. Knowledge of equipment and plastic materials; the ability to observe an object, analyze its volume, proportions, shape; the ability to convey mass, volume, proportions, characteristic features of objects in a sculptural exercise;  meanings of professional terms: decor, ornament, part (detail) of the ornament, contour, spot, silhouette, shape, volume, proportions, color, primary and secondary colors, warm and cold colors, dark-light, composition (placement), application, collage;  create independent compositions in various techniques (weaving, appliqué (collage) from colored paper, natural materials);
Forms and methods of control, evaluation system.
The control of knowledge, skills and abilities of students provides operational management of the educational process and performs training, testing, educational and corrective functions. The current control of knowledge, skills and abilities consists in the students performing different types of tasks during each quarter. Works completed during training sessions are displayed at the end of each quarter. This course does not provide for assessments, therefore, at the end of the year of study, a test is placed.
Educational and methodological support of the educational process.
1) Easels with tables for placing paints and other tools. 2) Tablets. 3) Subject tables for performances. 4) Soffits. 5) Stand for technical training aids. 6) Shelves for storing children's work, art materials, methodological fund. 7) Podium for outdoor performances. 8) High and low stools, chairs. Technical teaching aids. - TV - VCR - Audio recorder - Slide projector - Record player
Library: - books on art, monographs - reproductions of paintings by various artists - postcards, slides, series of photographs with images of nature, animals, birds - tables on color science and drawing - children's books with illustrations of artists - cassettes, disks, records with musical works, fairy tales , children's songs - video materials: "Wonders of the World", "Museums of Russia", "Types and Genres of Fine Arts" - fiction - filings of periodicals "Young Artist", "Gallery", "Artist", "Decorative and Applied Art". Items for outdoor performances: - jugs, baskets, dishes (ceramics, porcelain, glass, metal, wood), - stuffed squirrels, birds - models of vegetables, fruits, berries - plaster geometric bodies - children's works as examples of performing creative tasks - students' works Art School and Institute. Repin. Works of artists - theatrical props and costumes, including folk costumes - musical instruments - Russian household items: spinning wheels, bast shoes, cast irons, irons, etc. - objects and samples of folk art crafts - draperies.
Guidelines.
The subject "Fine Arts" plays a leading role in the moral and aesthetic education and artistic education of a child at an early age, since fine arts develop the child's aesthetic feelings and understanding of beauty, foster interest and love for art, and have a spiritual influence on the moral formation of the child's personality. In addition, visual arts classes in the conditions of an art school give students knowledge of the elementary foundations of drawing, painting and composition, form the skills of drawing with various materials from nature, from memory, from imagination, develop visual abilities in children, artistic taste, creative imagination. The content of the subject includes the aesthetic perception of reality and art (student-spectator) and the practical artistic and creative activity of students (student-artist). Very important point in the artistic education of children is the development of responsiveness to the beauty of nature, the ability and need to enjoy the surrounding reality. To this end, it is necessary to conduct excursions and observations (with paper and pencil) of what surrounds children, that is, going out to nature sketches and looking at photographs depicting landscapes, people, animals, birds, etc.
In the process of communicating with examples of fine art, children receive information about the most outstanding works of domestic and foreign artists, get acquainted with the distinctive features of the types and genres of fine art, perceive the content of the artistic image in fine art in connection with expressive means (an elementary idea of ​​the role of color, lighting, size, composition, rhythm in the picture to convey its content). It is important in an accessible form to give students an idea of ​​fine art as a special way of knowing life, the world, to explain that artists do not just tell us about interesting subjects, but always express their attitude to the depicted, conveying it in the forms of fine art. At the beginning of each task, when presenting the topic, it is necessary to emotionally set up the children, to captivate them before the upcoming practical work. It is necessary to diversify the form of presentation of the material using reproductions, slides with paintings by artists, children's drawings, objects of applied folk art, well-illustrated children's books and books on fine arts. All this, as necessary, can be included during the assignment at different stages of the work of students. In order to achieve a certain emotional attitude from children, to evoke one or another image in their imagination, it is recommended to introduce listening to musical or literary recordings, reading literary works or fragments, poems, as well as using various game situations (such moments also take place in this program). ). In practical artistic and creative activity, familiarization with the fine arts should begin with a drawing. In the process of learning the basics of drawing, it is necessary: ​​- to teach how to use drawing materials; - to teach correctly and accurately to see and convey the structure, proportions of objects and their shape; - to teach to convey volume by means of chiaroscuro, taking into account tonal relationships; - teach how to make sketches and sketches and use them in plot compositions. When teaching the basics of painting, it is necessary: ​​- to teach how to handle art materials; - teach various methods of working with watercolor, gouache; - to give knowledge about primary and secondary colors; color schemes, methods of obtaining various colors and their shades, warm and cold groups of colors; - to teach to convey objects in a light-air environment in tone and color; - help develop color vision. The tasks of composition are solved both in drawing and painting, and in plot tasks - this is drawing on the topics of the surrounding life from memory, from observation, from imagination, composition-fantasy, illustrating the plots of fairy tales, literary works. When working on a composition, it is necessary: ​​- to instill knowledge of the main formal elements of composition: the principle of three-component, silhouette, rhythm, plastic contrast, proportionality, centricity-decentricity, statics-dynamics, symmetry-asymmetry;
- to teach to work with various materials and in different techniques (graphic pencil, watercolor, gouache, pastel, colored crayons, on colored tinted paper in mixed media). The main thing in the work on the composition in the preparatory group is the development of the entire surface of a sheet of paper and its harmonious filling with an image. In the second year of study, children learn to select objects for the composition that correspond to the plan, as well as to draw large. The concept of "artistic image" is introduced - images of native nature at different times of the year, mood in nature; images of the forest (light and dark, scary); the image of a person and his character (good and evil fairy-tale characters); artistic image of the building (home for a good and evil fairy-tale hero, good and bad mood). Field tasks in the program (still lifes, sketches, etc.) are associated with subsequent compositional tasks. The main tasks in working on a composition from imagination, from memory and from observation: to be able to compose and express the plot as much as possible; to keep in memory and convey the image and nature of the observed object or phenomenon; coordinate all objects and characters in size, shape, color and spatial arrangement. In an illustrative composition, in addition to plot and compositional tasks, it is very important to encourage children to independently plan and wean them from repeating book illustrations they have seen. Children younger age are not capable of long-term work on one topic, so 2-3 lessons are given for one topic. It is also important to diversify the form of compositions without accustoming children to a standard sheet, as well as to diversify work techniques and materials (toning and colored paper, crayons (wax, fat), pastel, sanguine, charcoal, felt-tip pen, watercolor, gouache, graphite pencil), intersperse drawing, painting and composition. In the course of work, the teacher must show an individual approach to each student, approve the most interesting thing in the work of everyone who has shown diligence and initiative. Particular attention should be paid to those who do not always succeed in their work, it is necessary to assist the child in working on individual details or aspects of his work. After each completed task, it is necessary to organize a collective review and discussion of children's work so that the children evaluate the results of their work and their classmates. The ability to look at one's own and other people's work, admire them or criticize them will subsequently result in the ability to communicate with real art. When summarizing the results, the merits of the work of each student should be noted. Children should be encouraged to turn to topics and plots that correspond to their life observations and experiences, as well as the manifestation of creative initiative in choosing a plot and in the artistic solution of a topic. For better assimilation and consolidation of knowledge, skills and abilities in the subject, the program provides for visits to cultural institutions (theaters, concert halls, museums, exhibitions), participation of students in creative events and cultural and educational activities of the school.
Bibliography.
1. Alekhin A.D. On the language of fine arts. - M., 1973
2. Barshch A. O. Sketches and sketches. - M., 1970 3. Trouble GV Fundamentals of visual literacy. - M., 1969 4. Belyaev TF Exercises for the development of spatial representations in students. - M., 1983 5. Kosterin N. P. Educational drawing. - M., 1980 6. Kuzin VS Fundamentals of teaching fine arts at school. - M., 1977 7. Kuzin VS Methods of teaching fine arts in grades 1 - 3. - M., 1980 8. Nemensky BM The wisdom of beauty. On the problems of aesthetic education. - M., 1987 9. Odnoralov NV Materials in the fine arts. - M., 1983 10. Polunina VN Art and children 11. Puchkov AS, Triselev AV Methods of working on a still life. - M., 1982 12. Rostovtsev N. N. Educational drawing. - M., 1976 13. Rostovtsev NN Methods of teaching fine arts at school. - M., 1980 14. Solovieva B. A. The art of drawing. - M.: Art, 1989 15. Unkovsky A. A. Painting. Questions of color. - M., 1980 16. Chepalov A. K., Polunina V. N. Russian folk arts and crafts. - M., 1973 17. Shorokhov EV Methods of teaching composition at the lessons of fine arts at school. - M., 1977 18. Shorokhov E.V. Fundamentals of composition. - M., 1975 19. Shpikalova T. Ya. Folk art in the lessons of decorative drawing. - M., 1979
Training program

"Theatrical Games"

Explanatory note
The subject "Theatrical Games" is a rehearsal process of staging work with children. The academic subject is aimed at creating a fruitful and expedient rehearsal process aimed at the growth of acting skills in various areas of creative self-expression. The process of preparing stage performances forms children's performing skills in various genres and theatrical directions, introduces them to the essence, expressiveness and content of the performing arts, helps to identify the creative potential and individuality of each student, including the physical, intellectual and emotional apparatus of the child in the work. The term for mastering the Theater Games program is 1 year. The volume of the classroom load on this subject is 124 hours. The subject "Theater classes" takes place in the form of group classes. Number of training sessions per week: 1.2 quarters - 3 hours each, 3rd quarter - 4 hours, 4th quarter - 6 hours. Goals and objectives of the subject Objectives: 1. Identification of gifted children in the field of theatrical art in early childhood. 2. The artistic and aesthetic development of the child's personality on the basis of theatrical and performing knowledge, skills and abilities acquired by him in the process of mastering the program. 3. Preparation of gifted children for admission to educational institutions that implement pre-professional educational programs in the field of theatrical art. Objectives of the subject: 1. To introduce students to the theater as an art form. 2. Provide students with constant stage practice. 3. Develop children's personal and creative abilities. 4. Remove psychological and muscle clamps. 5. To promote the formation of a spiritual and moral position among students. 6. Teach: - the basics of safety when working on stage; - use expressive means to create an artistic image (plasticity, facial expressions, etc.); - use the acquired technical skills in solving performance problems; - remove individual clips; fight the fear of going on stage; - navigate and act in the stage space; - organically and naturally exist on stage; - think freely and act on stage, - interact with a partner on stage; - coordinate their position in the stage space. 7. Develop in the rehearsal process:
- observation; - creative fantasy and imagination; - attention and memory; - associative and creative thinking; - sense of rhythm; - logical thinking; - the ability to build an event series; - the ability to determine the main thought, idea of ​​the work; - the ability to analyze the proposed material and formulate their thoughts; - be able to convey their ideas and feelings to the viewer; - analyze their own work and the work of other students; 8. To develop in the process of staging work: - the skills of mastering the means of plastic expressiveness; - skills of participation in rehearsal work; - public speaking skills; - communication skills with the audience in a theatrical performance; - partnerships in a group, to teach communication with each other, mutual respect, understanding; - develop the emotional sphere of the child's personality, including the ability to compassion, sympathy; - self-discipline, the ability to organize yourself and your time; - sense of responsibility; - organizational skills; - the ability to present and justify your idea; - artistic taste; - communication skills; - industriousness; - activity. The skills acquired in the learning process are implemented by students in a specific creative work in the form of stage performances, performances that are performed for the audience during each academic year. Teaching methods To achieve the set goals and implement the objectives of the subject, the following teaching methods are used: - verbal (explanation, conversation, story); - visual (showing, observation, demonstration of working methods); - practical; The proposed methods of work within the framework of this educational program are the most productive in the implementation of the goals and objectives of the subject and are based on proven methods and established traditions of theatrical performance.
Material and technical conditions for the implementation of the subject: - specially equipped room (theater hall) with the necessary equipment (piano or grand piano, lighting, musical and computer equipment) - classroom for group classes; - a sports uniform, preferably a solid dark color; comfortable, non-slip shoes, in view of ensuring safety in the classroom and freedom of movement in the process of work; - a computer equipped with sound speakers; - music library; - use of the Internet; - material base to create costumes, props and scenery; - school library.
Educational and thematic planning for two years of study.
No. Task name Quantity
hours 1 Acquaintance with the stage 3 2 Images and character of the characters on the stage 18 3 Actions of the character in the proposed circumstances 17 4 Rehearsal 40 5 Rehearsal with music 30 6 Stage movement and stage speech 16 Total: 124
Content
Task 1. Acquaintance with the scene. Goals and objectives:
Any stage is first of all a space where the actors act in accordance with the director's intention. Where everything should be subordinated to the director, including scenography - the artistic design of the performance. Need to know: 6) The structure of a classical theater stage. 7) The concept of "stage space" 8) Scenery 9) Stage clothing. 10) Stage lighting 11) Sound. Performance soundtrack. 12) Props. 13) Suit. Task 2. Images and character of the characters on the stage. Goals and objectives: A necessary condition for creativity is freedom. Actually, this is not even a condition, it is a synonym for creativity. Paradoxical as it may seem, but a complex of muscle clamps, which are a projection of internal clamps, are already noticeable in children as young as 5 years old. Therefore, turning to the image and character of the characters on the stage, it is necessary to help the children to be liberated. The appearance of the hero. The inner face of the hero. Muscle release. Imagination. Task 3. The action of the hero in the proposed circumstances. Goals and objectives: With babies, you can repeat the same exercises many times. They will respond to the familiar with joy. With them, the new should be introduced very slowly, imperceptibly, so that it is absorbed without noticeable effort, but the positive result is obvious. 1. Define the circumstances for the children and ask them to respond. This will show them how they will react. 2. The interaction of heroes with different characters in the same proposed circumstances. 3. Using the example of the proposed play or fairy tale, show the children both the circumstances and the character of the characters. Task 4. Rehearsal. Goals and objectives: The rehearsal includes: 20. Reading the script. 21. Distribution of roles 22. Analysis of the play 23. Creation and refinement of the mesenscene drawing 24. Run-throughs (Scenes, acts, performance as a whole.) 25. Dress rehearsal
Task 5. Rehearsal with music. Goals and objectives: To show children how much music enriches the acting and expands the imagination. 1. Learning musical material. 2. staging dances. Task 6. Stage movement and stage speech. Goals and objectives: Stage movement includes: the basics of acrobatics, work with an object, performing tricks. But above all, it is the development of the psychophysical apparatus. In this task, we will study the basic exercises of stage acrobatics, as they allow you to develop the initial skills of coordination of movements, reaction, determination, flexibility, dynamism, jumping ability, physical strength. The main task of Stage Speech is to achieve absolute muscular freedom, to remove tensions and fears. Since a person, as a rule, combines the process of movement with the process of sounding, then the teaching of voice leading must be combined with movement, which will help the sound.  Warming up the joints.  Respiratory complex  Articulatory gymnastics  Active use of interjections, words, phrases, verses, sayings. Work on the educational performance is the main type of creative activity within the framework of the program "Theatre Classes", work on the performance is the result of the educational and artistic process at a certain stage. The performance is staged by the teacher. To implement the performance, it is necessary to find a balance between the complexity of the stage material and the level of acting literacy necessary for its implementation (it is possible to involve students from different classes), to ensure progressive complication of performing tasks in the process of creating a performance, to create a benevolent, creative atmosphere. The main successive stages of creating an educational performance: - dramaturgical material, - the birth of an idea, - distribution of roles, - reading a play, - a drinking period, - analysis of a play, - an effective analysis method, - a sketch method, - the main rehearsal process (creation and refinement of a mise-en-scene drawing , concretization of the stage environment, learning musical material, staging dances, stage combat, plastics, etc., depending on the genre and the idea of ​​the director), - runs (of scenes, acts, the performance as a whole), - dress rehearsals,
- stage show. The purpose of the training is to consolidate the acquired skills, develop a creative individuality to the maximum, prepare children for entering educational institutions that carry out basic pre-professional educational programs in the field of theatrical art. The student must be able to organically exist on stage in various types creative activity - in dance, in singing, in speech genre. Must have several diverse roles in educational performances. Stage practice is the main activity.
Requirements for the level of training of students
The result of mastering the program "Theatrical Games" is the acquisition by students of the following knowledge, skills and abilities:
- the ability to prepare a concert stage number or a fragment of a theatrical role under the guidance of a teacher; - the ability to work in a creative team: politely, tactfully and respectfully treat stage partners; - ability to analyze and correct mistakes; - use the skills to apply the acquired knowledge and skills in practical work on stage when performing a concert number or a role in a training performance; - the ability to use expressive means to create an artistic image; - the ability to use acquired technical skills in solving performance problems; - the ability to embody the musical and plastic characteristics of the character; - the ability to correctly analyze their work and the work of their partners - the skills of mastering the means of plastic expressiveness; - skills of participation in rehearsal work; - public speaking skills; - communication skills with the audience in a theatrical performance; - training skills of the psychophysical apparatus; - knowledge of the main means of expressiveness of theatrical art; - knowledge of theatrical terminology; - knowledge of expressive means of stage action and their varieties; - the ability to develop the logic of behavior on stage, the expediency of actions; - ability to coordinate in the stage space; - knowledge of the main aesthetic and stylistic trends in the field of theatrical art; - the ability to work on the role under the guidance of a teacher; - skills in the use of theatrical props; - knowledge of the basics of safety when working on stage; Among the creative elements that students must master are: - keep attention to the object, to the partner; - see, hear, perceive; - memory for sensations and the creation of figurative visions on its basis; - imagination and fantasy; - ability to interact; - consistency and consistency of actions and feelings; - a sense of truth on stage; - faith in the proposed circumstances, - a sense of the prospect of action and thought; - sense of rhythm; - endurance, dedication and purposefulness. - muscle freedom and plasticity; - possession of voice, pronunciation; - sense of the phrase; - the ability to act with a word.

Forms and methods of control, grading system
The final certification (test) for students is the performance of a role in the stage final production. The quality of training of students is assessed according to the credit-not-credit system.
Methodological support of the educational process
The methodology of educational activities in the subject "Theater Games" is based on the practical and theoretical developments of the best Russian theater schools, which have taken the K.S. Stanislavsky, theoretical and practical developments of his students and followers (E.B. Vakhtangov, M.A. Chekhov, A.Ya. Tairov, V.E. Meyerhold, etc.). Many well-known theater teachers, practical directors and theater theorists, such as B.E. Zakhava, M.O. Knebel, G.V. Christie, N.M. Gorchakov, but first of all, K.S. Stanislavsky and V.I. Nemirovich-Danchenko in the process of creative life in art discovered patterns and effective methods work on the performance, combining the learning process and the creative process itself, creating a consistent, step-by-step chain of increasingly complex requirements for acting skills based on considering the process of staging a performance, highlighting the stages of its creation and determining the requirements for young actors at each stage of rehearsals. At all stages of training, an individual approach to each student is very important. The upbringing of a creative personality is a very complex and responsible process, children are at different levels of psychophysical development, each has its own limits and capabilities, therefore, first of all, the teacher must help each student to believe in himself, gain self-confidence. You can use the method of emotional stimulation - creating situations of success in the classroom, these are specially created by the teacher chains of such situations in which the child achieves good results, which leads to a feeling of self-confidence and a feeling of "lightness" of the learning process. In working on stage numbers, excerpts and educational performance, through the creative interaction of the student and teacher, the etude method of rehearsal work, as well as the method of effective analysis of the work, allows the teacher to maximize the creative individuality of the student. Discipline is an essential factor in teaching children. It is necessary to instill in students a sense of responsibility for teamwork and to develop self-discipline in the character of each student - the ability to bring the work begun to its logical conclusion despite the change in their interests or the influence of external factors. Participation in creative events, thematic concerts and cultural and educational activities of an educational institution will allow students to test, consolidate and develop their skills and abilities in practice. At the same time, excessive activity in this area can negatively affect both the formation of a creative personality and the educational process itself. In this regard, the teacher must carefully analyze together with the children each stage performance.
performance and prevent students from developing negligence, inaccuracies and acting clichés.
Approximate repertoire list of plays for excerpts and productions
6) Russian folk tale "Turnip" 7) Fairy tale "Teremok" 8) Marshak S.Ya. "Cat's House" 9) E. T. A. Hoffmann "The Nutcracker and the Mouse King." 10) G.Kh. Andersen "The Girl with Matches" 11) K.I. Chukovsky "The Tsokotukha Fly"
Bibliography

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